Tim is professor of social work and Dean of the School of Education and Social Work. Address: University of Dundee School of Education and Social Work Perth Road Dundee DD1 4HN Scotland
Dementia is a globally prevalent disease that requires ongoing and increasing levels of care, oft... more Dementia is a globally prevalent disease that requires ongoing and increasing levels of care, often provided in the first instance by informal caregivers. Supporting transitions in informal caregiving in dementia is a pertinent issue for caregivers, care providers and governments. There is no existing systematic review that seeks to identify and map the body of literature regarding the review question: 'What happens for informal caregivers during transition to increased levels of care for the person with dementia?' ASSIA, CINAHL+, MEDLINE, PsycINFO, SCIE, Social Service Abstracts and Web of Science will be systematically searched. Specialist dementia research libraries will be contacted. Reviews identified as relevant during the search process, their reference lists, and reference lists of accepted papers will be hand-searched. Qualitative, quantitative and mixed methods studies that seek to represent the experiences of, or examine the impact upon, informal caregivers during...
Health & social care in the community, Jan 10, 2017
Respite services play an important role in supporting older adults and their carers. When an olde... more Respite services play an important role in supporting older adults and their carers. When an older person is unable to fully represent themselves, provision of respite care relies on effective information-sharing between carers and respite staff. This study aimed to explore, from carers' perspectives, the scope, quality and fit of information-sharing between carers, older people and respite services. An explorative, cross-sectional qualitative study involving a purposive sample of 24 carers, recruited via carer support groups and community groups in voluntary organisations, was undertaken in North East Scotland. Data were collected from August 2013 to September 2014, with participants taking part in a focus group or individual interview. Data were analysed systematically using the Framework Approach. The multiple accounts elicited from carers identified how barriers and facilitators to information-sharing with respite services changed over time across three temporal phases: '...
This educational intervention takes place when the population of older people with dementia is in... more This educational intervention takes place when the population of older people with dementia is increasing. Health and Social care professionals must work jointly in increasingly complex contexts. Negative attitudes towards older people are cited as a contributor to poor care delivery, including the use of dismissive and/or patronising language, failing to meet fundamental needs and afford choice. 'Sliding Doors to Personal Futures' is a joint, drama-based, educational initiative between NHS Education Scotland and the Scottish Social Services Council, delivered using interprofessional education (IPE) towards encouraging person-centred health and social care. This paper considers whether 'Sliding Doors' had an impact on social work and nursing students' attitudes to older people, person-centred care and interprofessional collaboration. Two groups of third year students were studied; one from nursing and one from social work. A mixed methods approach was taken and a...
Innovations in Higher EducationTeaching and Learning, 2014
Abstract This chapter describes the development and evaluation of an interdisciplinary group-base... more Abstract This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland – educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facilitate professional identity development, mirror key aspects of professional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articulation and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small-scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replication of using IBL as a tool to enhance and facilitate interdisciplinary learning.
Providing evidence-based nursing care to older people is central to the international development... more Providing evidence-based nursing care to older people is central to the international development agenda. This paper is a report on the first 5 years (2000-2005) of a participatory research project, the purpose of which was to collaborate with practitioners and older people to develop approaches to promote the attainment of evidence-based nursing care across Scotland. Many theoretical influences shaped the design of this action research study including realistic evaluation, participatory social learning theory, and descriptions of communities of practice. Multiple methods of data collection were used during four action cycles. The inaugural community of practice comprised 30 nurses, a second group of 30 nurses joined midway, followed by a third group of 15 nurses, and finally, an older person-carer community of 21 members was established. Project outputs included the construction of an internet-based, practice-development college. A procedural model for developing and demonstrating care guidance drawn from a diversity of evidence and reflective of an agreed set of principles was piloted and endorsed by the national standard setting agency. A preliminary version of a promising approach to practice development, "the Caledonian Model," was delineated for future testing and refinement. This work indicates the merits of using participatory research to find solutions to the challenge of promoting evidence-based practice. Evaluation data suggest that in combination, the approaches developed in this project empower nurses to work with older people to champion developments even in seemingly unfavorable conditions.
Dementia is a globally prevalent disease that requires ongoing and increasing levels of care, oft... more Dementia is a globally prevalent disease that requires ongoing and increasing levels of care, often provided in the first instance by informal caregivers. Supporting transitions in informal caregiving in dementia is a pertinent issue for caregivers, care providers and governments. There is no existing systematic review that seeks to identify and map the body of literature regarding the review question: 'What happens for informal caregivers during transition to increased levels of care for the person with dementia?' ASSIA, CINAHL+, MEDLINE, PsycINFO, SCIE, Social Service Abstracts and Web of Science will be systematically searched. Specialist dementia research libraries will be contacted. Reviews identified as relevant during the search process, their reference lists, and reference lists of accepted papers will be hand-searched. Qualitative, quantitative and mixed methods studies that seek to represent the experiences of, or examine the impact upon, informal caregivers during...
Health & social care in the community, Jan 10, 2017
Respite services play an important role in supporting older adults and their carers. When an olde... more Respite services play an important role in supporting older adults and their carers. When an older person is unable to fully represent themselves, provision of respite care relies on effective information-sharing between carers and respite staff. This study aimed to explore, from carers' perspectives, the scope, quality and fit of information-sharing between carers, older people and respite services. An explorative, cross-sectional qualitative study involving a purposive sample of 24 carers, recruited via carer support groups and community groups in voluntary organisations, was undertaken in North East Scotland. Data were collected from August 2013 to September 2014, with participants taking part in a focus group or individual interview. Data were analysed systematically using the Framework Approach. The multiple accounts elicited from carers identified how barriers and facilitators to information-sharing with respite services changed over time across three temporal phases: '...
This educational intervention takes place when the population of older people with dementia is in... more This educational intervention takes place when the population of older people with dementia is increasing. Health and Social care professionals must work jointly in increasingly complex contexts. Negative attitudes towards older people are cited as a contributor to poor care delivery, including the use of dismissive and/or patronising language, failing to meet fundamental needs and afford choice. 'Sliding Doors to Personal Futures' is a joint, drama-based, educational initiative between NHS Education Scotland and the Scottish Social Services Council, delivered using interprofessional education (IPE) towards encouraging person-centred health and social care. This paper considers whether 'Sliding Doors' had an impact on social work and nursing students' attitudes to older people, person-centred care and interprofessional collaboration. Two groups of third year students were studied; one from nursing and one from social work. A mixed methods approach was taken and a...
Innovations in Higher EducationTeaching and Learning, 2014
Abstract This chapter describes the development and evaluation of an interdisciplinary group-base... more Abstract This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland – educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facilitate professional identity development, mirror key aspects of professional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articulation and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small-scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replication of using IBL as a tool to enhance and facilitate interdisciplinary learning.
Providing evidence-based nursing care to older people is central to the international development... more Providing evidence-based nursing care to older people is central to the international development agenda. This paper is a report on the first 5 years (2000-2005) of a participatory research project, the purpose of which was to collaborate with practitioners and older people to develop approaches to promote the attainment of evidence-based nursing care across Scotland. Many theoretical influences shaped the design of this action research study including realistic evaluation, participatory social learning theory, and descriptions of communities of practice. Multiple methods of data collection were used during four action cycles. The inaugural community of practice comprised 30 nurses, a second group of 30 nurses joined midway, followed by a third group of 15 nurses, and finally, an older person-carer community of 21 members was established. Project outputs included the construction of an internet-based, practice-development college. A procedural model for developing and demonstrating care guidance drawn from a diversity of evidence and reflective of an agreed set of principles was piloted and endorsed by the national standard setting agency. A preliminary version of a promising approach to practice development, "the Caledonian Model," was delineated for future testing and refinement. This work indicates the merits of using participatory research to find solutions to the challenge of promoting evidence-based practice. Evaluation data suggest that in combination, the approaches developed in this project empower nurses to work with older people to champion developments even in seemingly unfavorable conditions.
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Papers by Timothy B Kelly