Abstract:This paper reports upon the learning that emerged from a development project which aimed to facilitate improvements in multi-agency work in domestic abuse and safeguarding children. The 2 year project (2011)(2012)(2013) Recommendations for improving multi-agency work to achieve better outcomes for women and children experiencing domestic abuse are discussed.
The evaluation has implications for embedding similar schemes across nursing, midwifery and the allied health professions to promote capacity and leadership in clinical academic careers. This study has uniquely identified the need to support mentees as well as mentors in such programmes to ensure the optimal benefit of the programme reaches all participants.
Egg sharing is a procedure in which a woman who is herself undergoing assisted-conception treatment receives subsidized treatment in exchange for sharing her eggs with another woman. It has become increasingly prevalent in the UK and is the major source of donor eggs in the UK; however, its practice is controversial. Available evidence concerning the outcomes of egg sharing is limited. To date, while this has failed to provide strong empirical support for concerns that have been raised regarding egg sharing, continuing significant gaps in information regarding clinical and psycho-social outcomes remain, which mean that an informed judgment on empirical grounds cannot yet be made. Ongoing key ethical controversies focus on the impact of egg sharing on the commodification of human gametes and whether women can genuinely consent to donating their eggs under an egg-sharing scheme. KEYWORDS: commodification of gametes • decision making • donors • egg donation • egg sharing • informed consentTechnological developments in reproductive healthcare have increased the options available to people seeking to overcome fertility impairments -including treatments using gametes provided by a third party. In practice, although some jurisdictions prohibit donor remuneration, payment to 'donors' is common. Such payment necessarily confounds the accepted definition of 'donor'. In accordance with common usage in the assisted reproductive technologies (ART) literature, we have employed the terms 'donor' and 'donation' in this paper, but the reader should be aware of this caveat. While insemination of donor sperm has been used as a medicalized procedure for well over a century [1], IVF using donor eggs is a much more recent phenomenon; the first birth from such a procedure was reported in Australia in 1984, using an egg provided by an IVF patient [2]. It is quite possible, although the authors do not provide details of the arrangements under which the donation took place, therefore, that the very first reported birth through egg donation was in fact the result of egg sharing. Use of donor eggs is clinically indicated for women seeking to conceive who have experienced primary or secondary ovarian failure, who have functioning ovaries but for whom standard ovarian stimulation drug regimes have failed or where there is a risk of transmitting a serious genetic disorder to a child [3].Use of donor eggs has become especially prevalent in ART procedures for older women (i.e., women aged over 40 years), for two inter-related reasons; first, because of the significant decline in female fertility once women reach their mid30s [4] and the more rapid decline after the age of 40 years [101], and second, because the likelihood of successful embryo implantation is related to the age of the woman providing the egg rather than to the age of the woman in whom the embryo is implanted [5]. US data show that while fewer than 3% of all women undergoing an ART procedure during 2005 used donor eggs, 22% of women aged 41-42 years, 55% of women aged over 42 yea...
Aim: This original oral history research explores the motivation for, and experience of, humanitarian nursing. It demonstrates nursing's role in relief work, offering a unique record of such remarkable nursing contributions in the late 20th and early 21st century. The formation of modern nursing is often associated with times of conflict, such as the Crimea and other wars, where nurses offered their services. This research adds understanding to the continuing attraction of such work and its place in nursing history and practice. Methods: Following ethical approval, oral histories were recorded with seven nurses who worked for Médecins Sans Frontières during this period. Analysis used the Listening Guide, a feminist approach employing four related readings of the data. Results: The histories of these nurses locate their extraordinary experiences within their life and identity as nurses; escapism and moral outrage, combined with a love of travel and thirst for adventure, influenced their decision to undertake humanitarian work. Once on a mission, their narrative captures the contrast between the ordinary and the extraordinary; familiar routine experiences side by side with mortal danger. Returning to normal life required resilience and a reappraisal of their life story in order to locate their experiences, finding meaning and peace in their post-mission world. An overarching theme of 'dreams' includes romance, nightmares and impossible dreams. Conclusion: At a time of debate and challenge regarding the role and identity of nursing within society, this research records and analyses the oral histories of nurses working with Médecins Sans Frontières at this time.
There is a paucity of literature which explores students' subjective meanings of inclusion in higher education (HE). Much of the focus is on the social exclusion debate, where HE is seen as a mechanism for the promotion of social equality. There is some research which explores students' experiences, but this mostly involves those students who have acquired a label. Contemporary research in teaching and learning suggests that effective pedagogy should benefit all learners and should not require additional practices for separate groups. Based on this premise, this research seeks to begin an exploration of the meaning of inclusion to students participating in higher education. 251 students from a UK health and social science faculty participated in the research and responded to statements which elicited their subjective meanings of inclusion. Student understandings of inclusion are discussed through the emergent themes of 'the imperative of relationship' and 'flexible practice enables participation' and understood through the lens of socio-cultural theory.
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