Karen Humphries, Caroline Clarke, Kate Willoughby and Sophie Collingwood
In 2019, the world was hit by a life threatening severe acute respiratory syndrome causing a global pandemic; Coronavirus disease (COVID-19). In the UK, a nationwide “lockdown” of…
Abstract
Purpose
In 2019, the world was hit by a life threatening severe acute respiratory syndrome causing a global pandemic; Coronavirus disease (COVID-19). In the UK, a nationwide “lockdown” of public isolation and reduced social contact followed. The experience of COVID-19 and the lockdown for forensic secure mental health patients is yet to be understood. This study aims to explore this phenomenon from the patients’ perspective.
Design/methodology/approach
A qualitative approach was taken. Semi-structured interviews were carried out with six patients from a low secure unit in the UK, between November 2020 and March 2021.
Findings
Interpretive phenomenological analysis generated three superordinate themes from the data, providing insight into patients’ experience: “treading water”; how they managed: “learning to swim”; and what was helpful during this time: “in the same boat”.
Practical implications
Further consideration should be given to creating a sense of safety in wards, along with ways to continue to address the power imbalance. Interestingly, social connection may be cultivated from within the hospital setting and would benefit from further research.
Originality/value
To the best of the authors’ knowledge, this is the first study to explore secure patients’ experience of COVID-19 from the patients’ perspective, within a population often neglected within recovery research.
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Karen Humphries, Caroline Clarke, Kate Willoughby and Jake Smithson
The purpose of this paper is to develop an understanding of the experience of secure care from the patients’ perspective.
Abstract
Purpose
The purpose of this paper is to develop an understanding of the experience of secure care from the patients’ perspective.
Design/methodology/approach
A systematic review of qualitative literature was conducted. The data was sourced from the electronic databases: PsychINFO, CINAHL, Medline and the Web of Science Core Collection using pre-defined search terms. A total of 17 studies, conducted in various countries worldwide and covering high, medium and low secure inpatient settings, were included for review. The analysis involved integrating findings from across the literature and was guided by thematic synthesis.
Findings
A total of eight themes were generated from the data, three of which provided an understanding of the experience of forensic secure care, and the remaining five themes provided an understanding of the factors which may influence the experience of secure care.
Practical implications
Developing understanding of patient experience can lead to service improvements, potentially impacting patients’ motivation and engagement and thus reducing admission times, potential recalls and recidivism.
Originality/value
To the best of the authors’ knowledge, this is the first systematic review to date to exclusively explore the broad topic of the patient experience of secure mental health care.
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In interviews, Jamie Lee Curtis positions Halloween (2018) as a #MeToo film. As merely self-serving publicity, this reading is far too simplistic. In Halloween (1978) Laurie…
Abstract
In interviews, Jamie Lee Curtis positions Halloween (2018) as a #MeToo film. As merely self-serving publicity, this reading is far too simplistic. In Halloween (1978) Laurie Strode is victimised; she then assumes the role of quintessential Final Girl as described by Carol J. Clover, providing the template for the entire sub-genre of horror slasher films birthed in its wake. However, in the similarly titled 2018 film, Laurie is no longer a victim. Instead of following the role of the stereotypical Final Girl of slasher films, she falls more in line with one of Yvonne Tasker's Warrior Women.
This chapter investigates Laurie Strode's transformation throughout the Halloween franchise. Once passive and victimised, Laurie has evolved: No longer the Final Girl – or victim – her position and behaviour in this film is much more in line with the neoliberal Warrior Woman of action films. Thus, the film assigns her the role of action heroine as a vehicle for responding to the concerns of the #MeToo era – and in this era, women are no longer victims. Women can and will fight back.
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Mark Julien, Karen Somerville and Jennifer Brant
The purpose of this paper is to examine Indigenous perspectives of work-life enrichment and conflict and provides insights to better support Indigenous employees.
Abstract
Purpose
The purpose of this paper is to examine Indigenous perspectives of work-life enrichment and conflict and provides insights to better support Indigenous employees.
Design/methodology/approach
Interviews were conducted with 56 Indigenous people from six Canadian provinces. In total, 33 of the respondents were female and 23 were male. The interview responses were transcribed and entered in NVivo10. Thematic analysis was used.
Findings
The authors’ respondents struggled with feeling marginalized and felt frustrated that they could not engage in their cultural and family practices. The respondents spoke of putting family needs ahead of work and that many respondents paid a price for doing so.
Research limitations/implications
The results are not generalizable to all Indigenous peoples, however these results do fill a void in the literature.
Practical implications
Employers must consider revising policies including providing more supervisor support in the form of educating supervisors on various Indigenous cultural practices and examine ways of providing more flexibility with respect to cultural and family practices.
Social implications
Indigenous peoples have been marginalized since the advent of colonialism. This research addresses a gap in the literature by presenting how a group of Indigenous respondents frames work-life enrichment and conflict.
Originality/value
Very few studies have examined Indigenous perspectives on work-life enrichment and conflict using a qualitative research design. It also aligns with one of the Truth and Reconciliation Commission of Canada’s calls to action.
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Niamh Humphries, Karen Morgan, Mary Catherine Conry, Yvonne McGowan, Anthony Montgomery and Hannah McGee
Quality of care and health professional burnout are important issues in their own right, however, relatively few studies have examined both. The purpose of this paper is to…
Abstract
Purpose
Quality of care and health professional burnout are important issues in their own right, however, relatively few studies have examined both. The purpose of this paper is to explore quality of care and health professional burnout in hospital settings.
Design/methodology/approach
The paper is a narrative literature review of quality of care and health professional burnout in hospital settings published in peer-reviewed journals between January 2000 and March 2013. Papers were identified via a search of PsychInfo, PubMed, Embase and CINNAHL electronic databases. In total, 30 papers which measured and/or discussed both quality of care and health professional burnout were identified.
Findings
The paper provides insight into the key health workforce-planning issues, specifically staffing levels and workloads, which impact upon health professional burnout and quality of care. The evidence from the review literature suggests that health professionals face heavier and increasingly complex workloads, even when staffing levels and/or patient-staff ratios remain unchanged.
Originality/value
The narrative literature review suggests that weak retention rates, high turnover, heavy workloads, low staffing levels and/or staffing shortages conspire to create a difficult working environment for health professionals, one in which they may struggle to provide high-quality care and which may also contribute to health professional burnout. The review demonstrates that health workforce planning concerns, such as these, impact on health professional burnout and on the ability of health professionals to deliver quality care. The review also demonstrates that most of the published papers published between 2000 and 2013 addressing health professional burnout and quality of care were nursing focused.
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The focus of this chapter is quantum dialectical storytelling and its contribution to generate anticipatory knowledge of the future through the intra-play between the…
Abstract
The focus of this chapter is quantum dialectical storytelling and its contribution to generate anticipatory knowledge of the future through the intra-play between the ante-narrative and the anti-narrative. The theoretical framework on quantum dialectical storytelling is based upon Boje’s triad storytelling framework interfused with Hegelian dialectics and Baradian diffraction. Through the inspiration of Judith Butler’s performative theory, Riach, Rumens, and Tyler (2016) introduce the concept of the anti-narrative as a critical reflexive methodology. By drawing on Hegel’s work on the dialectical phenomenology of critical reflexive self-consciousness, a dialectical pre-reflexive and reflexive framework emerges as intra-weaving modes of being-in-the-world toward future.
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Amy Klemm Verbos and De Vee E. Dykstra
The purpose of this paper is to explore female business faculty perceptions about attrition from a business school to uncover factors that might assist in female faculty retention…
Abstract
Purpose
The purpose of this paper is to explore female business faculty perceptions about attrition from a business school to uncover factors that might assist in female faculty retention in business schools.
Design/methodology/approach
Using a qualitative study approach and guided by past literature, the paper systematically analyses open-ended responses to interview questions and notes emergent themes.
Findings
The major themes that emerged as factors leading to attrition: first, an exclusionary and managerialist culture which marginalized and demoralized women; second, curtailed career opportunities, including a lack of gender equity in promotion and tenure; third, poor leadership; and fourth, break up of a critical mass of women. The factors then that might assist in female faculty retention are a critical mass of women, gender equity, inclusive, collaborative cultures, psychological safety, and ethical leadership. The career patterns of the women indicated that a labyrinth is an apt metaphor for their career paths.
Research limitations/implications
This research examines just one school from the perspective of women who left. It holds promise as the basis for future studies across business schools and to faculty within business schools to determine whether the emergent themes hold across schools.
Originality/value
This study examines women in business academe through the attraction-selection-attrition framework and by extending the labyrinth career metaphor to an academic setting. The paper also provides a conceptual model of female faculty retention.
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Karen Manley and Le Chen
The purpose of this paper is to propose a new model to show how continuous joint learning of participant organisations improves project performance. Performance heterogeneity…
Abstract
Purpose
The purpose of this paper is to propose a new model to show how continuous joint learning of participant organisations improves project performance. Performance heterogeneity between collaborative infrastructure projects is typically examined by considering procurement systems and their governance mechanisms at static points in time. The literature neglects to consider the impact of dynamic learning capability, which is thought to reconfigure governance mechanisms over time in response to evolving market conditions.
Design/methodology/approach
There are two stages of conceptual development. In the first stage, the management literature is analysed to explain the standard model of dynamic learning capability that emphasises three learning phases for organisations. This standard model is extended to derive a novel circular model of dynamic learning capability that shows a new feedback loop between performance and learning. In the second stage, the construction management literature is consulted, adding project lifecycle, stakeholder diversity and three organisational levels to the analysis to arrive at the collaborative model of dynamic learning capability.
Findings
The collaborative model should enable construction organisations to successfully adapt and perform under changing market conditions. The complexity of learning cycles result in capabilities that are imperfectly imitable between organisations, explaining performance heterogeneity on projects.
Originality/value
The collaborative model provides a theoretically substantiated description of project performance, driven by the evolution of procurement systems and governance mechanisms. The model’s empirical value will be tested in future research.
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Edward H. Bart IV, Arlinda Boland, Summer Shelton and Teri Del Rosso
Because preservice teachers (PSTs) need effective strategies to address the risks of teaching hard history, teacher educators must select approaches and strategies for teaching…
Abstract
Purpose
Because preservice teachers (PSTs) need effective strategies to address the risks of teaching hard history, teacher educators must select approaches and strategies for teaching PSTs how to avoid, contain, or embrace the risks of teaching hard history. The purpose of this study was to explore one teacher educator’s strategies for teaching PSTs how to contain the risks of teaching hard history.
Design/methodology/approach
This study reports partial findings from Phase I of a multiple case research study of PSTs during their secondary social studies methods class and student teaching experiences during the 2021–2022 academic year. Data included surveys, semi-structured interviews, non-participant observations, and documents.
Findings
Findings indicate that the teacher educator taught five strategies for containing risk while simultaneously enacting risk containment herself. Four of the risk containment strategies shared characteristics with prior research; one strategy, grounding teaching in the state social studies standards, is a novel strategy that adds to the existing body of research.
Originality/value
This study contributes to and extends the research on containing the risk of teaching hard history in secondary social studies. One strategy taught by the teacher educator, grounding teaching in the state social studies standards, adds to the body of scholarship on teacher educators’ strategies for containing the risks of teaching hard history.