Working in London hospitals: Perceptions of place in nursing students’ employment considerations

Brodie, David A.; Andrews, Gavin J.; Andrews, Justin; Thomas, Ben; Wong, Josephine; Rixon, Lorna

doi:10.1016/j.socscimed.2005.03.042

Cited by 31 publications

(23 citation statements)

References 63 publications

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“…Usually working at the meso-and macro-scales, scholars have used statistical models, probability testing and other approaches to find spatial patterns in health and health care phenomenon important to nurses. Empirically, attention has focused, for example, on area-based social determinants of health (Bushy, 1990;Edgecombe, 1999), and on the distributive fea tures of nursing workforces and the social, political and economic forces that shape them at local (Brodie et al, 2005), national (Kovner et al, 2011;Harris et al, 2013;Cho et al, 2014) and international scales (Buchan, 2001;Kingma, 2006;Kline, 2003;Aiken et al, 2004;Brush and Sochalski, 2007;Bach, 2015). A third focus has been the distributive qualities and concerns of particular client and population groups that nurses have responsibility for (see Moss and Schell, 2004;Hodgins and Wuest, 2007;Thomas, 2013b).…”

Section: The Third Wave: Geographies In Nursingmentioning

confidence: 99%

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Kyle

Atherton

Kesby

et al. 2016

Social Science & Medicine

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Geographers have long grappled with how their research can positively impact individuals, communities and society. Demonstrating research impact is an increasingly important aspect of academic life internationally. In this paper we argue that agendas for encouraging 'impact' would be well-served if impact through teaching was identified and stimulated more explicitly, and if academics better recognised and seized the opportunities that already exist for such impact. We take engagement between health geography and nurse education as an example of how social scientists could demonstrate research impact through inter-disciplinary involvement in the education of health care professionals, and specifically student nurses. We begin by showing how the UK's Research Excellence Framework (widely regarded as the key reference point for research performance management regimes internationally) has tended to produce an undervaluation of impact via education in many disciplines. A comprehensive overview of international scholarship at the intersection between geography and nursing is then presented. Here we trace three 'waves of enquiry' that have focused on research interactions before calling for a fourth focused on critical pedagogy. To illustrate the possibilities of this fourth wave, we sketch a case study that outlines how engagement with research around blood donation could help provide a foundation for critical pedagogy that challenges student nurses to practice reflexively, think geographically and act justly. Finally, we call for closer engagement between health geography and nurse education, by encouraging educators to translate, teach, and transfuse ideas and people between health geography and nurse education. In so doing, we argue that work at this interface can be mutually beneficial and demonstrate impact both within and beyond research assessment rubrics. Hence, our ideas are relevant beyond nurse education and geography insofar as this paper serves as an example of how reframing research impact can recover the importance of impact through education.

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Section: The Third Wave: Geographies In Nursingmentioning

confidence: 99%

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Kyle

Atherton

Kesby

et al. 2016

Social Science & Medicine

View full text Add to dashboard Cite

show abstract

“…Videre er delt kunnskap, faglige diskusjoner, samhandling i meningsfulle laeringssituasjoner og refleksjon viktig (26,27). Laering i praksis er spontan og uforutsigbar, men planlegging og veiledning er nødvendig (27).…”

Section: Doi-nummerunclassified

“…Laering i praksis er spontan og uforutsigbar, men planlegging og veiledning er nødvendig (27). Saarikoski & Leino-Kilpi (1) fant at en stabil, individuell veiledningsrelasjon utgjorde det viktigste elementet i klinisk praksis.…”

Section: Doi-nummerunclassified

Bedre kvalitetssikring av praksis

Skaalvik¹

2015

Sykepleien

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“…From the perspective of the nursing workforce, many geographical studies have focused on the spatial features of career movements, along with the cultural, social and economic forces that shape them at local (Brodie et al 2005), national (Baumann et al 2004) and global (Kingma 2005) scales. Nevertheless, mirroring this broader conceptual absence, the treatment of space has been partial in that only one study has actually attempted to map these movements (Courtney 2005).…”

Section: Background: the Geographical Tradition In Nursing Researchmentioning

confidence: 99%

Mapping Nurse Mobility in Canada with GIS: Career Movements from Two Canadian Provinces

Andrews¹,

Hall²,

Price³

et al. 2013

cjnl

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Working in London hospitals: Perceptions of place in nursing students’ employment considerations

Cited by 31 publications

References 63 publications

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Bedre kvalitetssikring av praksis

Mapping Nurse Mobility in Canada with GIS: Career Movements from Two Canadian Provinces

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