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Experiences of pre-registration mental health nursing students who witness self-injury amongst service users during placement: a cross-sectional studyMental health nursing (MHN) students will witness self-harm and self-injury (SHSI); however, little is known regarding the experience of MHN students who witness SHSI whilst on placement. The study aimed to understand the personal impact of SHSI upon mental health nursing students on placement with four objectives: 1. To identify the types of self-harm and self-injury (SHSI) witnessed by mental health nursing students; To evaluate MHN students’ perceived self-competence in working with service users who have self-harmed and self-injured; 3. To appraise the access to support and types of support required by mental health nursing students; 4. To assess the potential psychological trauma upon mental health nursing students of witnessing self-harm and self-injury. A cross-sectional questionnaire comprising researcher-generated Likert-style items, a validated trauma scale, and open-ended response questions was utilised. Descriptive analysis was completed of 84 responses from MHN students. The types of SHSI witnessed included cutting (65 participants; 77.4%); head-banging / punching (62 participants; 73.8%) and ligation (36 participants; 42.9%). Factors contributing toward SHSI and that helped students learn from and cope with incidents was evident. Three themes emerged from analysis of open-ended responses: Resilience on placement; Sources of stress; Sources of Support. Key findings were: (i) student nurses need to be prepared witnessing of an SHSI incident, including how to respond compassionately, emotionally and professionally pre and post event; (ii) student experience of SHSI; and, (iii) registered nurse response requires further investigation. A joined-up approach from University and practice partners is needed to address these issues.
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A research proposal to conduct a systematic review of smoking cessation measures amenable to Emergency Department Adult patients.Smoking cessation smoking cessation approaches conducted in emergency departments so far Rationale for the review smoking is still a major mortality cause despite approaches already employed outside Emergency Departments (ED). The ED captures an important unserved hard to reach patients who may be missed in these outside the ED smoking cessation initiatives. Lots of interventions have been applied in several EDs in different countries including the UK but no study has compared these interventions in terms of its impact, cost effectiveness, sustainability and ease of application. This systematic review will provide this comparability and generate evidence based amenable to ED smoking cessation approaches. Review objectives What is the best smoking cessation approach amenable to an Emergency Department in terms of ease of application, cost effectiveness, sustainability and impact.
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When corona infested everything: a qualitative interview study exploring the impact of COVID-19 mitigation measures on school life from the perspectives of English secondary school staff and studentsTo reduce the risk of COVID-19 infection, transmission and illness during the pandemic, the Department for Education (DfE) issued guidance to schools. However, research on how the school community perceives the impact of the COVID-19 mitigation measures outlined remains limited. This qualitative study aims to explore the effects of school closures and in-school mitigation measures on daily school life, as well as their impact on mental health and wellbeing from the perspective of English secondary school staff and students. Participants were purposively sampled from English secondary schools serving diverse communities participating in the COVID-19 Mapping and Mitigation in Schools study (CoMMinS). Selection ensured representation of staff roles and student demographics. Semi-structured interviews were conducted remotely, and data analysed thematically. Interviews were between January and August 2021 with participants from five secondary schools (20 staff and 25 students). Both staff and students reported significant disruption to school life, with four themes identified: (1) teaching and learning impact, (2) social impact, (3) safeguarding impact, and (4) and mental health and wellbeing impact. Findings highlight widespread negative effects across every aspect of school life, for both staff and students. This study suggests that COVID-19 mitigation measures in UK secondary schools led to a sense of loss and uncertainty as well as increased self-reported stress among both staff and students.
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Carbon equality could play a positive role in mitigating the climate crisisHumans needs to solve the urgent problem of analyzing the severe climate crisis and studying its profound impacts on the Earth. This paper introduces the concept of “carbon equality.” By detailing the concept, manifestations, and hazards of the climate crisis, as well as explaining the connotation and practical advantages of carbon equality, and combining this with real-life cases, it demonstrates the crucial role that carbon equality could play as a core solution in responding to the climate crisis. Based on the research results, this paper puts forward practical solutions to provide new ideas for global sustainable development.