All Outputs (7)

An evidence-based approach to measuring affective domain development (2018)
Journal Article
Stephens, M., & Ormandy, P. (2019). An evidence-based approach to measuring affective domain development. Journal of Professional Nursing, 35(3), 216-223. https://doi.org/10.1016/j.profnurs.2018.12.004

Background: Educational taxonomies are utilised within nursing programmes to design curriculum, develop
learning objectives, and measure attainments including the assessment of values, behaviours, and attitudes.
Current measurement of the affective... Read More about An evidence-based approach to measuring affective domain development.

An investigation of pressure ulcer risk, comfort and pain in medical imaging (2018)
Journal Article
Angmorterh, S., England, A., Szczepura, S., Anaman-Torgbor, J., Ofori, E., Webb, J., …Hogg, P. (2019). An investigation of pressure ulcer risk, comfort and pain in medical imaging. Journal of Medical Imaging and Radiation Sciences, 50(1), 43-52. https://doi.org/10.1016/j.jmir.2018.07.003

In this study, we investigated the interface pressure of healthy volunteers on medical imaging (MI) table surfaces to determine the risks of developing pressure ulcers (PU). We also investigated volunteers’ perception of pain and comfort while lying... Read More about An investigation of pressure ulcer risk, comfort and pain in medical imaging.

Evaluation of night time therapeutic positioning system for adults with complex postural problems (2018)
Report
Stephens, M., Bartley, C., & Priestley, C. (2018). Evaluation of night time therapeutic positioning system for adults with complex postural problems

The purpose of this study is to evaluate the effect of night-time positioning sleep systems for adults using the Simple Stuff Works Limited® system. A combination of quantitative and qualitative methods were used to assess the impact on a variety of... Read More about Evaluation of night time therapeutic positioning system for adults with complex postural problems.

Transition to nursing practice : from student to registered nurse (2018)
Book
Darvil, A., Stephens, M., & Leigh, J. (2018). Transition to nursing practice : from student to registered nurse. Sage

Do you feel ready to make the leap from nursing student to fully qualified, registered nurse? Would you like to feel more confident about embarking on the next stage of your nursing career?

Moving from student to registered nurse is a big trans... Read More about Transition to nursing practice : from student to registered nurse.

Identifying and developing clinical leadership in relation to transition (2018)
Book Chapter
Leigh, J., & Chadwick, A. (2018). Identifying and developing clinical leadership in relation to transition. In A. Darvill, M. Stephens, & J. Leigh (Eds.), Transition to Nursing Practice : from student to registered nurse (116-133). SAGE Publishing

Aims of the chapter -
After reading this chapter you will be able to:

Describe the differences between leadership and management and their relevance to transition
Examine what is meant by clinical leadership
Explore the NHS Healthcare Leade... Read More about Identifying and developing clinical leadership in relation to transition.

Learning theory for personal and professional development (2018)
Book Chapter
Leigh, J., & Warburton, T. (2018). Learning theory for personal and professional development. In A. Darvill, M. Stephens, & J. Leigh (Eds.), Transition to Nursing Practice : from student to registered nurse (97-115). SAGE Publishing

Chapter Aims -

After reading this chapter you will be able to:


Discuss the relevance of understanding how you learn to transition
Explain key learning theories relating to transition and your learning journey
Understand your learning pr... Read More about Learning theory for personal and professional development.

Extending conceptual understanding : how interprofessional education influences affective domain development (2018)
Journal Article
Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding : how interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348-357. https://doi.org/10.1080/13561820.2018.1425291

Background:
Interprofessional learning (IPL) can influence affective domain development of students, through teaching activities that facilitate learning with, from and about other professions. Current quantitative evidence offers limited explanati... Read More about Extending conceptual understanding : how interprofessional education influences affective domain development.