Professor Stephen Tee joined the School as Associate Dean for Education in January 2013. Professor Tee is a Registered Mental Health Nurse who worked clinically for 10 years with people experiencing acute and long-term mental health problems. In his previous role at the University of Southampton, Professor Tee led on their implementation of the all-graduate curriculum in nursing and he has particular interest and experience in education development and leadership. Address: London, London, City of, United Kingdom
Background: Workplace violence (WV) remains problematic and highly prevalent in healthcare with s... more Background: Workplace violence (WV) remains problematic and highly prevalent in healthcare with student nurses being especially vulnerable. Aim: To investigate the impact of WV from the perspectives of nursing students Methods: A qualitative design was employed. 444 nursing students in the UK participated in the study. Findings: The qualitative data was analysed, coded and three main themes have emerged; (1) violence culture in nursing, (2) tolerating violence and (3) the impact of the violence. Discussion: The undesirable truth is each year nearly more than half of the students face WV in environments where such behaviour becomes culturally embedded and passed between generations of nurses. This process of normalization requires intervention that will break this cycle to enable more appropriate workplace behaviours to flourish. Conclusion: The impact of WV can be extremely destructive for the individual, the profession and ultimately patient care with large numbers choosing to leave at a time when there is a national shortage of qualified staff.
The aim of the project/evaluation was to establish a Community of Practice (CoP) with the purpose... more The aim of the project/evaluation was to establish a Community of Practice (CoP) with the purpose of enhancing the skills of the workforce and developing learning resources to improve service delivery for people with long-term conditions. Background: International and national policy drivers espousing new community-based inter-agency models of delivery have led to rapid transformation of services for people with long-term conditions. Many in the workforce lack the skills required to respond to the increased acuity of patients or function within a fully integrated, inter-agency service. Design: A partnership involving a community provider, a commissioner and a University initiated a 'CoP' project with the aim of promoting knowledge-exchange between academic and practice staff. The CoP was the vehicle for addressing gaps in knowledge and skills of the academic and practice workforce. An evaluation of the CoP was conducted after 1 year. Method: The evaluation sought to explore how the CoP shaped the project's impact, the resultant changes in clinical practice and how involvement influenced participants' knowledge of new models/approaches. The CoP was made up of 34 academic and practice staff and was a forum for building collective knowledge that would shape practice. Qualitative data collection involved a focus group, questionnaire survey and notes of the CoP meetings. Findings: Participants became more conversant with integrated models of care and identified and addressed gaps in knowledge and skills including real world complexity to reduce escalation of care. Participants found a well-facilitated CoP to be a supportive and effective vehicle for helping a workforce change process. Conclusion: A well-organised Community of Practice, delivered as an inter-agency partnership, was found to be very effective in contributing to a better-prepared workforce. With targeted investment a facilitated CoP appears to be a useful vehicle for addressing workforce needs in complex and challenging circumstances.
Title. User participation in mental health nurse decision-making: a co-operative enquiryAim. Thi... more Title. User participation in mental health nurse decision-making: a co-operative enquiryAim. This paper is a report of a study to encourage participants to work together to identify strategies for increasing user participation in clinical decisions and to evaluate the value of co-operative inquiry as a vehicle for supporting learning in practice.Background. Service user participation in the clinical practice decisions of mental health nurses is considered essential for good practice. Methods need to be found which enable opportunities for shared learning, facilitate practice development and empower service users.Method. A co-operative inquiry design engaged all participants (n = 17) as co-researchers and involved repeated cycles of action and reflection, using multiple data collection methods. The research was conducted over a two year period in 2004–2005, with mental health nursing students collaborating with service users.Findings. Factors inhibiting participation included sti...
The Journal of Mental Health Training, Education and Practice, 2010
Mental health education aims to develop valuesbased practice to support practitioners in clinical... more Mental health education aims to develop valuesbased practice to support practitioners in clinical decision-making. Values-based practice requires high levels of cultural competence achieved through service user participation in professional preparation. The degree of service user participation remains dependent on the values of programme providers.In this paper, we consider whether strategies to involve service users in mental health professional education can
Aim: To determine the impact of reforms to fitness to practice procedures, within preparatory pro... more Aim: To determine the impact of reforms to fitness to practice procedures, within preparatory programmes for nurses and midwives, and the implications for public and patient protection. Background: Professional regulation has seen considerable reform across all health care professions. Higher Education Institutions providing preparatory programmes are required to demonstrate procedures which ensure students are of good health and character in order to ensure public safety. Method: A critical review and evaluation of fitness to practice systems, operating in one large school of nursing and midwifery delivering a wide range of programmes, was undertaken using a case study approach. Findings: The review revealed the need for effective collaborative management of fitness to practice panels within achievable timescales and complimentary and responsive communication processes. Good technical support was required to achieve a student friendly, confidential, on-line self-declaration process, with complementary procedures for effective follow-up, to ensure emerging issues were addressed in a timely manner. Conclusion: Public protection and confidence are high priorities. Case studies are vital to develop good practice, but effective systems challenge available resources. The processes reported contributed positively to a culture of partnership and transparency where self monitoring becomes inculcated into the students' behaviour, leading to early recognition of the importance of high professional standards.
By Jonathon K Foster. Published by Oxford University Press, Oxford, 2009. Paperback 144pp. Price ... more By Jonathon K Foster. Published by Oxford University Press, Oxford, 2009. Paperback 144pp. Price £7.99. ISBN 978-0192806758. This is one of an extensive range of little books that introduce topics in an engaging and accessible way. I have read and enjoyed many of the Short Introduction series and this book on memory is no exception, as it does exactly as it says on the tin. For those who may be embarking on more detailed study of the topic, or for those who are just curious, this is a good place to start. The book is nicely structured, initially discussing how essential memory is for everything humans do. It describes how memory was understood and conceptualized in recent history, touching on the traditions of Ebbinghaus and Bartlett and then exploring current methods for studying the phenomenon. The second chapter looks in more detail at memory as a system and makes the point that whether basic or complex, for any memory system to function it must be able to encode, store and retrieve information. It then goes on to explore component processes in memory. For the novice, some of the detail is quite complex but there are some useful exercises to illustrate key points. Chapter 3 is quite brief and builds on Chapter 2 by focusing on information retrieval and makes some important points about context. Chapters 4 and 5 go on to explore functional errors of memory caused by such things as biases and brain injury. For those studying disorders of the brain, the information here is, understandably, limited. The final two chapters look at how memory changes throughout our lives and at methods for improving memory. Being both physically small and only 144 pages including index, it is a convenient and accessible text. While there is always a risk of trivializing a topic in such a small book I was impressed by the detail the author had used to illustrate key issues and the current state of research in this vital area. As a lecturer in mental health, I would recommend this text to my students to introduce them to the topic with a view to whetting their appetite and encouraging further discovery. The text is generally well organized and presented although a little more colour in the diagrams and photographs would complement the content. Dr Steve Tee Senior Lecturer, School of Health Sciences, University of Southampton
Title. A socially inclusive approach to user participation in higher educationAim. This paper is... more Title. A socially inclusive approach to user participation in higher educationAim. This paper is a report of a study to evaluate the development of an innovative Service User Academic post in mental health nursing in relation to student learning and good employment practice in terms of social inclusion.Background. Institutions providing professional mental health education are usually expected to demonstrate user involvement in the design, delivery and evaluation of their educational programmes to ensure that user voices are central to the development of clinical practice. Involvement can take many forms but not everyone values user knowledge as equal to other sources of knowledge. This can lead to users feeling exploited, rather than fully integrated in healthcare professional education processes. Development of the post discussed in this paper was stimulated and informed by an innovative example from Australia.Method. An observational case study of the development and practice ...
This paper describes a strategy which adopts an External User and Carer Reference Group (EUCRG) a... more This paper describes a strategy which adopts an External User and Carer Reference Group (EUCRG) approach towards curriculum planning and development within the Mental Health Academic Develoment Group (MHADG) of a School of Nursing and Midwifery.
Aim: To explore the appropriateness of clinical academic coaching role as a tool for enhancing st... more Aim: To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses. Background: Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understood objectives and motivating others. Coaching is beneficial for developing those entering new positions with higher level responsibilities. Method: A two stage evaluation involved analysis of structured questionnaires distributed to students registered for a postgraduate advanced clinical practice programme and ten interviews with students and coaches. Data was analysed to develop understanding of how coaches were experienced by students as an aid to learning. Findings: Data indicates the role supported students through transition and provided learning support at crucial times in the academic journey. Specific skills and behaviours enhanced the coach-student relationship. The coach's understanding of the clinical context was pivotal, as was effective preparation to undertake the coaching role. Conclusion: Supporting students to make the transition into advanced practice roles is a prominent issue within current healthcare literature. Clinical coaching enhances learning through a strong and coherent partnership between the student, their practice context and the academic journey.
Aim: To analyse recurring adjustments made in practice settings and the support strategies put in... more Aim: To analyse recurring adjustments made in practice settings and the support strategies put in place to enable disabled students to achieve the levels of proficiency required on pre-registration nursing programmes. Background: Legislative and regulatory changes in the UK require higher education institutions to make reasonable adjustments for disabled students whose needs must be considered and adjustments made before their programmes of study begin. The student practice learning advisor's (SPLA) primary role is to support disabled students and to operationalise recommended adjustments in practice. Method: An evaluative case study design was employed to analyse the work of the SPLA over 12 months using progression data, individual interviews and reflective accounts. Findings: The evaluation illustrates the need for support throughout the student's programme which appears to reach a peak in the final year. Disabled students required 20% more contact time than their non-disabled peers. Operationalising adjustments requires attention to inter-disciplinary, practical and communication considerations. Conclusion: Implementing adjustments in practice requires a multidisciplinary approach in order to support disabled students, and their mentors and to enable the development and application of coping strategies to overcome potential restrictions. The SPLA provides an essential role in ensuring opportunities for the disabled student to succeed are maximised.
The agenda of involving service users and their carers more meaningfully in the development, deli... more The agenda of involving service users and their carers more meaningfully in the development, delivery and evaluation of professional education in health is gaining in importance. The paper reports on a symposium 3 which presented three diverse initiatives, established within a school of nursing and midwifery in the United Kingdom. These represent different approaches and attempts to engage service users and in some instances carers more fully in professional education aimed at developing mental health practitioners. Each is presented as achieving movement on a continuum of participation from service users as passive recipients to service users as collaborators and co-researchers. The paper concludes with a discussion of the lessons to be learnt which will hopefully stimulate service user involvement on a wider basis.
Academic misconduct is a problem of growing concern across the tertiary education sector. While p... more Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education...
Background: Workplace violence (WV) remains problematic and highly prevalent in healthcare with s... more Background: Workplace violence (WV) remains problematic and highly prevalent in healthcare with student nurses being especially vulnerable. Aim: To investigate the impact of WV from the perspectives of nursing students Methods: A qualitative design was employed. 444 nursing students in the UK participated in the study. Findings: The qualitative data was analysed, coded and three main themes have emerged; (1) violence culture in nursing, (2) tolerating violence and (3) the impact of the violence. Discussion: The undesirable truth is each year nearly more than half of the students face WV in environments where such behaviour becomes culturally embedded and passed between generations of nurses. This process of normalization requires intervention that will break this cycle to enable more appropriate workplace behaviours to flourish. Conclusion: The impact of WV can be extremely destructive for the individual, the profession and ultimately patient care with large numbers choosing to leave at a time when there is a national shortage of qualified staff.
The aim of the project/evaluation was to establish a Community of Practice (CoP) with the purpose... more The aim of the project/evaluation was to establish a Community of Practice (CoP) with the purpose of enhancing the skills of the workforce and developing learning resources to improve service delivery for people with long-term conditions. Background: International and national policy drivers espousing new community-based inter-agency models of delivery have led to rapid transformation of services for people with long-term conditions. Many in the workforce lack the skills required to respond to the increased acuity of patients or function within a fully integrated, inter-agency service. Design: A partnership involving a community provider, a commissioner and a University initiated a 'CoP' project with the aim of promoting knowledge-exchange between academic and practice staff. The CoP was the vehicle for addressing gaps in knowledge and skills of the academic and practice workforce. An evaluation of the CoP was conducted after 1 year. Method: The evaluation sought to explore how the CoP shaped the project's impact, the resultant changes in clinical practice and how involvement influenced participants' knowledge of new models/approaches. The CoP was made up of 34 academic and practice staff and was a forum for building collective knowledge that would shape practice. Qualitative data collection involved a focus group, questionnaire survey and notes of the CoP meetings. Findings: Participants became more conversant with integrated models of care and identified and addressed gaps in knowledge and skills including real world complexity to reduce escalation of care. Participants found a well-facilitated CoP to be a supportive and effective vehicle for helping a workforce change process. Conclusion: A well-organised Community of Practice, delivered as an inter-agency partnership, was found to be very effective in contributing to a better-prepared workforce. With targeted investment a facilitated CoP appears to be a useful vehicle for addressing workforce needs in complex and challenging circumstances.
Title. User participation in mental health nurse decision-making: a co-operative enquiryAim. Thi... more Title. User participation in mental health nurse decision-making: a co-operative enquiryAim. This paper is a report of a study to encourage participants to work together to identify strategies for increasing user participation in clinical decisions and to evaluate the value of co-operative inquiry as a vehicle for supporting learning in practice.Background. Service user participation in the clinical practice decisions of mental health nurses is considered essential for good practice. Methods need to be found which enable opportunities for shared learning, facilitate practice development and empower service users.Method. A co-operative inquiry design engaged all participants (n = 17) as co-researchers and involved repeated cycles of action and reflection, using multiple data collection methods. The research was conducted over a two year period in 2004–2005, with mental health nursing students collaborating with service users.Findings. Factors inhibiting participation included sti...
The Journal of Mental Health Training, Education and Practice, 2010
Mental health education aims to develop valuesbased practice to support practitioners in clinical... more Mental health education aims to develop valuesbased practice to support practitioners in clinical decision-making. Values-based practice requires high levels of cultural competence achieved through service user participation in professional preparation. The degree of service user participation remains dependent on the values of programme providers.In this paper, we consider whether strategies to involve service users in mental health professional education can
Aim: To determine the impact of reforms to fitness to practice procedures, within preparatory pro... more Aim: To determine the impact of reforms to fitness to practice procedures, within preparatory programmes for nurses and midwives, and the implications for public and patient protection. Background: Professional regulation has seen considerable reform across all health care professions. Higher Education Institutions providing preparatory programmes are required to demonstrate procedures which ensure students are of good health and character in order to ensure public safety. Method: A critical review and evaluation of fitness to practice systems, operating in one large school of nursing and midwifery delivering a wide range of programmes, was undertaken using a case study approach. Findings: The review revealed the need for effective collaborative management of fitness to practice panels within achievable timescales and complimentary and responsive communication processes. Good technical support was required to achieve a student friendly, confidential, on-line self-declaration process, with complementary procedures for effective follow-up, to ensure emerging issues were addressed in a timely manner. Conclusion: Public protection and confidence are high priorities. Case studies are vital to develop good practice, but effective systems challenge available resources. The processes reported contributed positively to a culture of partnership and transparency where self monitoring becomes inculcated into the students' behaviour, leading to early recognition of the importance of high professional standards.
By Jonathon K Foster. Published by Oxford University Press, Oxford, 2009. Paperback 144pp. Price ... more By Jonathon K Foster. Published by Oxford University Press, Oxford, 2009. Paperback 144pp. Price £7.99. ISBN 978-0192806758. This is one of an extensive range of little books that introduce topics in an engaging and accessible way. I have read and enjoyed many of the Short Introduction series and this book on memory is no exception, as it does exactly as it says on the tin. For those who may be embarking on more detailed study of the topic, or for those who are just curious, this is a good place to start. The book is nicely structured, initially discussing how essential memory is for everything humans do. It describes how memory was understood and conceptualized in recent history, touching on the traditions of Ebbinghaus and Bartlett and then exploring current methods for studying the phenomenon. The second chapter looks in more detail at memory as a system and makes the point that whether basic or complex, for any memory system to function it must be able to encode, store and retrieve information. It then goes on to explore component processes in memory. For the novice, some of the detail is quite complex but there are some useful exercises to illustrate key points. Chapter 3 is quite brief and builds on Chapter 2 by focusing on information retrieval and makes some important points about context. Chapters 4 and 5 go on to explore functional errors of memory caused by such things as biases and brain injury. For those studying disorders of the brain, the information here is, understandably, limited. The final two chapters look at how memory changes throughout our lives and at methods for improving memory. Being both physically small and only 144 pages including index, it is a convenient and accessible text. While there is always a risk of trivializing a topic in such a small book I was impressed by the detail the author had used to illustrate key issues and the current state of research in this vital area. As a lecturer in mental health, I would recommend this text to my students to introduce them to the topic with a view to whetting their appetite and encouraging further discovery. The text is generally well organized and presented although a little more colour in the diagrams and photographs would complement the content. Dr Steve Tee Senior Lecturer, School of Health Sciences, University of Southampton
Title. A socially inclusive approach to user participation in higher educationAim. This paper is... more Title. A socially inclusive approach to user participation in higher educationAim. This paper is a report of a study to evaluate the development of an innovative Service User Academic post in mental health nursing in relation to student learning and good employment practice in terms of social inclusion.Background. Institutions providing professional mental health education are usually expected to demonstrate user involvement in the design, delivery and evaluation of their educational programmes to ensure that user voices are central to the development of clinical practice. Involvement can take many forms but not everyone values user knowledge as equal to other sources of knowledge. This can lead to users feeling exploited, rather than fully integrated in healthcare professional education processes. Development of the post discussed in this paper was stimulated and informed by an innovative example from Australia.Method. An observational case study of the development and practice ...
This paper describes a strategy which adopts an External User and Carer Reference Group (EUCRG) a... more This paper describes a strategy which adopts an External User and Carer Reference Group (EUCRG) approach towards curriculum planning and development within the Mental Health Academic Develoment Group (MHADG) of a School of Nursing and Midwifery.
Aim: To explore the appropriateness of clinical academic coaching role as a tool for enhancing st... more Aim: To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses. Background: Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understood objectives and motivating others. Coaching is beneficial for developing those entering new positions with higher level responsibilities. Method: A two stage evaluation involved analysis of structured questionnaires distributed to students registered for a postgraduate advanced clinical practice programme and ten interviews with students and coaches. Data was analysed to develop understanding of how coaches were experienced by students as an aid to learning. Findings: Data indicates the role supported students through transition and provided learning support at crucial times in the academic journey. Specific skills and behaviours enhanced the coach-student relationship. The coach's understanding of the clinical context was pivotal, as was effective preparation to undertake the coaching role. Conclusion: Supporting students to make the transition into advanced practice roles is a prominent issue within current healthcare literature. Clinical coaching enhances learning through a strong and coherent partnership between the student, their practice context and the academic journey.
Aim: To analyse recurring adjustments made in practice settings and the support strategies put in... more Aim: To analyse recurring adjustments made in practice settings and the support strategies put in place to enable disabled students to achieve the levels of proficiency required on pre-registration nursing programmes. Background: Legislative and regulatory changes in the UK require higher education institutions to make reasonable adjustments for disabled students whose needs must be considered and adjustments made before their programmes of study begin. The student practice learning advisor's (SPLA) primary role is to support disabled students and to operationalise recommended adjustments in practice. Method: An evaluative case study design was employed to analyse the work of the SPLA over 12 months using progression data, individual interviews and reflective accounts. Findings: The evaluation illustrates the need for support throughout the student's programme which appears to reach a peak in the final year. Disabled students required 20% more contact time than their non-disabled peers. Operationalising adjustments requires attention to inter-disciplinary, practical and communication considerations. Conclusion: Implementing adjustments in practice requires a multidisciplinary approach in order to support disabled students, and their mentors and to enable the development and application of coping strategies to overcome potential restrictions. The SPLA provides an essential role in ensuring opportunities for the disabled student to succeed are maximised.
The agenda of involving service users and their carers more meaningfully in the development, deli... more The agenda of involving service users and their carers more meaningfully in the development, delivery and evaluation of professional education in health is gaining in importance. The paper reports on a symposium 3 which presented three diverse initiatives, established within a school of nursing and midwifery in the United Kingdom. These represent different approaches and attempts to engage service users and in some instances carers more fully in professional education aimed at developing mental health practitioners. Each is presented as achieving movement on a continuum of participation from service users as passive recipients to service users as collaborators and co-researchers. The paper concludes with a discussion of the lessons to be learnt which will hopefully stimulate service user involvement on a wider basis.
Academic misconduct is a problem of growing concern across the tertiary education sector. While p... more Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education...
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