RSS 1.0Research from April 2016
This area brings together all research published after April 2016.
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Women entrepreneurs as cultural custodians in tourism: a social feminism theory perspectiveThis study, grounded in social feminism theory, examines how women entrepreneurs in Cyprus use tourism enterprises to preserve and transmit cultural knowledge. Drawing on 26 semi-structured interviews, the research examines how participants balance economic goals with cultural responsibilities. The analysis identifies five interrelated themes, cultural identity, integration, advocacy, collaboration, and resilience, that inform a conceptual framework explaining how entrepreneurial agency is shaped by gendered social roles and expectations. By positioning women entrepreneurs as agents of transformative change, this study extends social feminism theory to include the preservation and transmission of cultural knowledge as a critical dimension of entrepreneurial agency. By linking entrepreneurship to cultural stewardship, the study offers insights into how women deal with structural constraints while engaging in locally meaningful forms of sustainability. These findings offer implications for policymakers and development practitioners who seek to support gender-responsive, culturally rooted entrepreneurship in marginalised tourism contexts.
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A model-based cost-effectiveness analysis of prescribing by dietitians and therapeutic radiographers in EnglandNon-medical prescribing (NMP) was introduced into the UK healthcare system and other countries to improve patient care and facilitate better access to medicine. However, very few studies have evaluated the cost-effectiveness of the prescribing authorities granted to certain healthcare professional groups. This study aims to evaluate the cost-effectiveness of prescribing by dietitians and therapeutic radiographers in England. A model-based cost-effectiveness analysis was conducted to evaluate the services provided by dietitian and therapeutic radiographer prescribers compared to services delivered by dietitian and therapeutic radiographer non-prescribers in terms of direct and indirect costs and effectiveness outcomes, e.g. quality-adjusted life year (QALY) and patient satisfaction, from the National Health Service (NHS) perspective. Unit costs were obtained from the NHS National Reference Costs 2021-22. Sensitivity analyses were performed to assess the robustness of the model parameters. The mean costs associated with NMP were higher for prescribers than non-prescribers due to training costs and consultation time to manage prescriptions. However, these costs were compensated by higher referrals by non-prescribers to other specialists for prescribing. NMP in either profession was perceived as positive by patients. Differences in QALY were not statistically significant among patients managed by prescribers and non-prescribers for either profession. Results were sensitive to the model assumptions and parameters. Our estimates suggest NMP might save £64,269 over five years per dietitian prescriber and £16,570 per therapeutic radiographer prescriber. Despite uncertainties around the cost-effectiveness of NMP, it may save money with minimal or no changes in quality-of-life outcomes for patients being managed by either profession.
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Implementing evidence-based practice in critical care nursing: an ethnographic case study of knowledge useTo explore how critical care nurses access, negotiate and apply knowledge in high-pressure clinical environments, focusing on organisational, cultural and leadership factors influencing evidence-based practice implementation in acute hospital settings. A focused ethnographic collective case study was conducted across two contrasting critical care units in England. Methods included non-participant observation (56 sessions), semi-structured interviews (36 participants) and document review. Spradley's Developmental Research Sequence guided data generation and analysis. Data were collected over an eight-month period (February to September 2022). Five major themes were identified: sources of knowledge and acquisition strategies; institutional and hierarchical influences on knowledge use; role of experiential knowledge and clinical intuition; challenges to evidence-based practice implementation; and strategies for integrating knowledge into practice. Organisational structures, leadership engagement, mentorship and access to updated digital resources were key enablers of evidence-based practice. Barriers included workload pressures, inconsistent guideline dissemination and hierarchical cultures. Adaptive blending of formal evidence, clinical experience and intuition characterised effective knowledge negotiation at the bedside. Knowledge use in critical care nursing is a dynamic, relational process shaped by leadership, organisational culture and systemic pressures. The availability of evidence alone is insufficient; visible leadership, peer learning, protected educational time and valuing of experiential knowledge are critical to embedding evidence-based practice into routine practice. Strengthening organisational systems, investing in nurse manager development, expanding simulation-based learning and legitimising experiential knowledge are vital strategies to enhance evidence-based critical care. This study provides actionable insights for healthcare leaders, educators and policymakers seeking to optimise evidence-based practice adoption in high-acuity clinical environments and improve patient outcomes. The Consolidated Criteria for Reporting Qualitative Research checklist guided reporting. Patients and the public were not involved in the design, conduct, reporting or dissemination of this research.
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Relational wellbeing amongst care-experienced young people in transition in the context of Covid 19Care-experienced young people typically negotiate the transition to adulthood at a younger age than their peers in the general population and with less reliable access to support. Concerns have been raised that Covid 19 exacerbated the challenges they faced and widened the ‘care-gap’. The paper employs a relational wellbeing approach to explore young people's wellbeing and experiences of ‘having enough’, ‘being connected’ and ‘feeling good’ in the midst of the Covid 19 pandemic. It presents three case examples and draws on data from 32 interviews with young people in England, to explore the impact that the presence or absence of ‘family-like’ ties had on the extent to which needs were met. Findings illuminated that feeling ‘connected’ did not ‘prevent’ fluctuations in ‘having enough’ or ‘feeling good’ (or less bad), but strong relational ties did assist young people as they navigated precarious times. For some, institutionally arranged care arrangements evolved, making way for deepening connections and the emergence of ‘family-like ties’, which were mutually supportive. For those living alone, or in transitional placements and who lacked a network of support during Covid 19, its absence was keenly felt. Young people's accounts also serve to reinforce the importance of professionals being attentive to who matters to them and taking their wishes and feeling into account in decision-making processes.
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Government spending impacts on unpaid carers in England since 2010: a systematic reviewSince 2010, austerity-driven cuts in government expenditure have severely impacted unpaid carers in England. This systematic review examines evidence on caregivers’ financial security, service access and health. Despite the Care Act 2014’s goals, inadequate funding limits its effectiveness. Increased economic hardship, insufficient Carer’s Allowance and rising unmet care needs disproportionately affect disadvantaged groups, younger carers and women, worsening mental and physical health. Two recommendations emerge: first, immediate government investment and the establishment of a cross-party commission to set a minimum level of caregiver support; and, second, longer-term systemic change that recognises caregiving as a fundamental political right, protects caregivers’ social security and addresses broader social inequities.
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Observations on the implementation of Relationships, Sex, and Health Education (RSHE), which include LGBT themes in an English primary schoolThe article belongs to the Special Issue The Embodiment of LGBTQ+ Inclusive Education. The latest Relationships Education, Relationships and Sex Education, and Health Education (RSHE) Draft Guidance seeks to reduce the inclusion of LGBT themes in English schools. Additionally, the Gender Questioning Draft Guidance for Schools and Colleges and the Cass Review overlook the rights of trans and non-binary young people, further intensifying the heated debates surrounding their lives. In response, the author draws upon research conducted in a primary school in Greater London in 2021, when statutory RSHE, including LGBT content, was first introduced. The research aimed to understand how teachers felt about teaching RSHE and to collaborate with them to enhance pupil learning within and beyond the RSHE curriculum. This paper critiques lesson observations and teachers’ reflections on their lessons using a Framework for Sexuality Education and Queer Theory. The researcher’s call to rethink how RSHE is taught should not be taken to mean it should not be taught. To the contrary, the findings suggest a need for the school to broaden its curriculum, teaching methods, and strategies to become a truly ‘LGBT-inclusive’ environment. However, the paper also illuminates the apprehensions these primary school teachers experienced, which in turn influenced pedagogical decisions. The article concludes by recommending specific whole-school approaches and effective pedagogical practices for RSHE in the school, which could be beneficial to other primary school settings. Effective teaching of LGBT themes requires clear support for educators, especially within the complexity of a primary school setting and given the changing political and social climate.
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The emergence of the student in Colin in Black and White & Top BoyThis article considers the relational and positional emergence of the student in two shows (markedly different narratologically and socioculturally): Colin in Black and White, which features and is based upon the life of NFL player turned activist Colin Kaepernick; and Top Boy. Both shows are concerned with the intersection of race and class and with the role of place (as particularized geographic location) and space (as cultural, ideological, discursive) in that intersection. The article considers instances in which the student emerges as such in both the presence and absence of the discursive reach (or institutional gaze) of the school. Colin in Black and White not only depicts a young Colin Kaepernick negotiating high school (a ready microcosm for the social, cultural, and political landscape of America), but also takes its audience to school: the audience is positioned as one of the show’s students. Top Boy, by contrast, dramatizes the emergence of teacher-student relations in the absence of formal educational structure. It does so by centring people and places that are often marginalized, and marginalizing those which are often centred.
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Zooming in on the process-product nexus of meaning-related revisions: a micro-analytic approach to keystroke logging dataWhile many writing studies to date show that higher-proficiency and lower-proficiency L2 writers have distinct writing behaviours, there is relatively little research into meaning-related revisions – changes which influence the meaning of the text as compared to surface-level changes related to grammar or format, and whether and how such revisions make a text-level impact. Taking a micro-analytic approach, the current study examined the real-time revision behaviours of six adolescent L1 and six adolescent L2 English writers, as captured by a keystroke logging programme. The analysis compared measures of revision behaviours and the context (i.e., location) and orientation (i.e., focus) of the meaningrelated revisions between the two groups, and examined qualitatively the specific ways the revisions do or do not contribute to enhancing the evolving text. Findings revealed that the L2 writers focused more on local-level revisions while the L1 writers’ revisions more often had a text-level impact (e.g., coherence, argumentation). Based on the findings, we discuss the value of examining the textual impact of meaning-related revisions using keystroke logging data for diagnostic feedback, and make recommendations for teaching and feedback activities in the L2 writing classroom.
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'Authorship, the 'Mezzanine', and late-modern anxiety: the metaphysics of the creative writing process'When studying scholarly literature relating to textual reproductive influence and tradition, one contemplates an arguably omnipresent question relating to whether the creative process central to the established discourse on “influence” is a preliminary or subsequent matter. Harold Bloom (1973), in his seminal work The Anxiety of Influence, is arguably inconclusive on this matter, arguing for the importance of preceding literary work and its synthesis with the dynamics of the present, while experiencing something of simultaneous re‑interpretation of text. This creates an originality but is determined by extant materials that inform the organic development of literary form, focusing on acknowledging the influence of antecedent rather than a post‑creative adjustment, as well as a central focus on textual, rather than human, characteristics (Bloom xx). This chapter explores the possibility that the “anxiety of influence” may be more accurately considered a physical and metaphysical developmental aspect of creativity that is solely applied after creative inception. Thus, utilizing some sociological theories of “late‑modernism” and the philosophical approaches of Henri Bergson and Gilles Deleuze relating to the understanding of creativity, I will seek to develop a theory of creative phases that involve both understanding creation and the subsequent application of intertextual influence and intersectional dynamics of individual biographical identity of authors and their prospective critical audiences.
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Establishing local sustainability projects that address the UN Sustainability Development GoalsBefore global disruptions and uncertainties, it is pertinent to prepare students with capabilities, and to nurture their agency, to influence change. This case examines a pilot student sustainability leadership initiative, comprising a ‘living lab’ model, and run at an English university. It engaged undergraduates, in partnership with academics, in projects they co-created to address campus and curriculum challenges. These were framed in relation to delivery of the UN Sustainability Development Goals. The model, underpinned by constructivist and experiential learning pedagogies, harnesses creativity and enthusiasm. A multi-level evaluation identified the impacts of the experience on students and academics and the outputs which delivered on key indicators of the University’s strategies. Such outcomes demonstrate the model to be effective and efficient and – in the context of limited resources – institutionally sustainable and transferable. This case is authored by the key staff and students involved.
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Interventions for cognitive frailty: developing a Delphi consensus with multidisciplinary and multisectoral expertsThe conjunction of physical frailty and cognitive impairment without dementia is described as Cognitive Frailty (CF). Indications that CF is potentially reversible have led to proposals that risk factors, symptoms or mechanisms of CF would be appropriate targets for interventions for prevention, delay or reversal. However, no study has brought experts together across sectors to determine targets, content or mode of interventions, and most resources on interventions are from the perspective of academic or clinical researchers only. This international Delphi consensus study brings together experts from academic and clinical research, lay people with lived experience of CF, informal carers, and professional care practitioners/clinicians. Three rounds of Delphi study were held to discern which factors and statements were agreed upon by the whole sample and which generated different views in those with differing expertise. A scoping review and Round 1 (29 participants) were used to gather initial statements. In Round 2, 58 people responded to statements and open text items, comprising 7 lab-based researchers, 27 researchers working with people, 14 people with lived experience or informal family carers, and 10 professional carers/clinicians. Percent agreement and qualitative responses were analyzed to provide a final set of statements which were checked by 38 respondents in Round 3. Analysis of Round 2 quantitative data provided 74 statements on which there was at least 70% agreement and qualitative data produced a further 24 statements. These were combined to provide 90 statements for Round 3. There was Consensus for 89 of the statements. A few differences between the groups were observed at both stages. The consensus for statements associated with CF interventions provides a useful first step in defining health promotion activities and interventions. Given the prevalence and potential disability caused by CF in older populations, the consensus statements represent expert opinion that is inter-sectoral and will inform public health policies to support implementation of evidence-based prevention and intervention plans. This study is an important step toward changing current approaches, by including all stakeholders from the outset. Outcomes can be used to feed into co-creation of interventions for cognitive frailty.
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Internet of Things to Internet of humans: a perceptionThe use of internet has grown significantly in the last three decades. Various technologies such as social media and networking, cloud systems, Blockchain technology etc., have been developed which have significantly improved the communication between the humans across the globe; and also, between the devices which has led to the development of approaches like the internet of things (IoT). These approaches have been increasingly adopted in various sectors including healthcare, education, retail, financial, and many other sectors. However, the development of the internet and its relevant technologies were mainly focusing on the technical aspects undermining the human-centric aspects which has led to the development of new concept called ‘Internet of Humans (IoH)’. There is a lack of research and understanding relating to the internet of humans, and no clear definition was identified. In this context, this paper tries to explore the concept of the Internet of Humans from different perspectives including advanced and innovative supporting technologies, human-centric factors, and areas of application. Thus, this paper contributes to the development of literature for understanding the internet of humans and proposes future research issues and challenges.
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Bus-based sensor deployment for intelligent sensing coverage and k-hop calibrationDrive-by sensing is a promising concept that employs public transport as a mobile sensing platform to achieve high spatio-temporal coverage for urban sensing tasks. At the same time, the low-cost nature of mobile IoT sensors necessitates their more frequent calibration to ensure data accuracy and reliability. Manual or lab-based calibration of a large number of mobile sensors may no longer be feasible and thus new approaches for automatic calibration are needed. Most prior work on optimal mobile sensor deployment focuses on coverage aspect without considering the sensor calibration. In this study, we present a joint approach for optimising the placement of bus-based sensors for maximising the total unique sensing area and combining the optimal reference sensors geo-placement for maximising k-hop calibrate requirements on the selected routes. A metric-based system developed in our model uses geographical set operations which includes both spatial and temporal joins to quantify the contribution of each bus route and rank them accordingly. We formulate the coverage optimisation problem as a mixed integer linear program (MILP) solve it with a greedy algorithm, and demonstrate this method’s potential using real-world bus-transit data from Toronto, Canada and Manchester, UK. Our approach involves a metric-based system which quantifies each bus route unique coverage contribution for determining an optimal set of bus routes and bus stops for bus-based and reference sensor deployment, to minimise sensor network costs and maximise spatio-temporal coverage. The comparison with a random baseline algorithm indicates that our method outperforms in terms of deployment and coverage efficiency. Our results also include the potential of our weighted method in improving drive-by sensing for air quality monitoring by comparing it with a separate benchmark scheme with different criteria.
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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.
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Linking digital technology, omics and education to facilitate global equityThere are many challenges, not least health inequities, global warming, and a rush for growth and economic development. Personalized, precision, and preventative medicine, bringing the latest omics techniques—genomics, transcriptomics, and metabolomics—for individuals allied to personalized prescription and care should help health equity. Digital technologies and artificial intelligence (AI) can help in an understanding of disease processes and in drug development. A holistic approach to the relationship between technology and the environment and clarity about both the positive benefits and negative harms resulting from using digital tools is necessary. We need to focus on the complete human-environmental interface and not just on climate change and carbon. It will be a measure of collaborative civilization if digital technology, omics techniques, and education can be used to promote global equity. Education linking diversities and performance throughout the world will be crucial.
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Assessment competence in world language educationOne area of research that has come into prominence in the last decade or so concerns language assessment literacy (LAL), which typically refers to the study of the competencies needed by various people in relation to language testing and assessment. We first review the central role and importance of LAL, or language assessment competence, for world language (WL) teachers, focusing on the key knowledge and skills needed to effectively integrate assessment and instruction in the classroom. We then explore how the concept of LAL has been conceptualized and defined theoretically in the language assessment field and discuss important empirical research that has been undertaken. We consider the distinct perspectives of researchers and teachers and how they can bring their perspectives together to collaborate on assessment competency projects to the benefit of both groups. Finally, we share some resources developed to assist teachers in developing their competence and invite readers to conduct a reflective exercise to determine their language assessment competence needs for their own specific context.
