Aimee O'Farrell, Geoff McCombe, John Broughan, Áine Carroll, Mary Casey, Ronan Fawsitt and Walter Cullen
In many healthcare systems, health policy has committed to delivering an integrated model of care to address the increasing burden of disease. The interface between primary and…
Abstract
Purpose
In many healthcare systems, health policy has committed to delivering an integrated model of care to address the increasing burden of disease. The interface between primary and secondary care has been identified as a problem area. This paper aims to undertake a scoping review to gain a deeper understanding of the markers of integration across the primary–secondary interface.
Design/methodology/approach
A search was conducted of PubMed, SCOPUS, Cochrane Library and the grey literature for papers published in English using the framework described by Arksey and O'Malley. The search process was guided by the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA).
Findings
The initial database search identified 112 articles, which were screened by title and abstract. A total of 26 articles were selected for full-text review, after which nine articles were excluded as they were not relevant to the research question or the full text was not available. In total, 17 studies were included in the review. A range of study designs were identified including a systematic review (n = 3), mixed methods study (n = 5), qualitative (n = 6) and quantitative (n = 3). The included studies documented integration across the primary–secondary interface; integration measurement and factors affecting care coordination.
Originality/value
Many studies examine individual aspects of integration. However, this study is unique as it provides a comprehensive overview of the many perspectives and methodological approaches involved with evaluating integration within the primary–secondary care interface and primary care itself. Further research is required to establish valid reliable tools for measurement and implementation.
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Erica Bowers, Ula Manzo, Ann Tarantine and Melissa Base
Purpose – The purpose of the chapter is to provide the reader with an overview of the “Pocket Tutor” project. This project created and implemented read-aloud enhanced podcasts…
Abstract
Purpose – The purpose of the chapter is to provide the reader with an overview of the “Pocket Tutor” project. This project created and implemented read-aloud enhanced podcasts into a University Reading Clinic. The authors provide suggestions for creating, implementing, and modifying the project.
Methodology/approach – The chapter is organized from rationale to creation to implementation. The chapter then makes recommendations for future projects.
Practical implications – The chapter demonstrates how a University Reading Clinic implemented read-aloud enhanced podcasts. These are inexpensive to create and host on free websites for families to access.
Originality/value of paper – As many struggling readers need motivation to read independently outside of school, the Pocket Tutor project provides a viable resource for engaging these readers. Not only are they listening to text at their instructional level, they are also being provided with metacognitive comprehension prompts.
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The purpose of this paper is to provide some of the institutional and operational context of the University College Dublin (UCD) School of Information and Library Studies (SILS…
Abstract
Purpose
The purpose of this paper is to provide some of the institutional and operational context of the University College Dublin (UCD) School of Information and Library Studies (SILS) prior to 2000.
Design/methodology/approach
The history of the School, its predecessor, and the context in which it operated after 1977 is briefly outlined, using contemporary published and in‐house archival evidence, from the 1960s to the late 1990s.
Findings
Areas of convergence with UK library information science (LIS) education are identified, but also some key differences regarding LIS workforce recruitment, and third level educational provision in Ireland. Factors which influenced the curricular development of the school are cited, in particular the role of the UK Institute of Information Scientists, founded in 1958.
Research limitations/implications
The study is based on contemporary published sources, and a preliminary examination of SILS archival evidence which has survived from the decades in question. Valuable records concerning the education and training role of the Library Association of Ireland, founded in 1928, have been recently analysed by Ellis‐King. A proposal for research funding to enable further exploration has been submitted.
Originality/value
Owing to its focus on Ireland (ROI) the paper expands recent coverage of UK professional education for librarianship prior to 2000.
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THE IRISH, it would appear, are not a romantic race ! They do not appreciate their works of art, neither do they revere their great writers. As James Joyce so aptly put it—
Sam Robertson, Helen Leigh-Phippard, Donald Robertson, Abigail Thomson, Jessica Casey and Lucy Jane Walsh
This study aims to explore the experiences of peers working in a range of roles within a single NHS mental health service. This study also aims to provide evidence of the impact…
Abstract
Purpose
This study aims to explore the experiences of peers working in a range of roles within a single NHS mental health service. This study also aims to provide evidence of the impact of existing support, organisational structure and culture around peer working and provide recommendations for a Good Practice Guide for Peer Working. Peer roles require lived experience of mental health conditions and/or services. While the impact on them of using their own lived experience is not fully understood, anecdotal evidence suggests that peer workers may experience a greater emotional impact than other mental health workers. Burnout and retention are particular concerns.
Design/methodology/approach
This was a two-stage study using focus groups and reflexive thematic analysis in Stage 1. The key themes formed the basis of the Stage 2 workshop, which provided recommendations for a Good Practice Guide. The study team consisted of peer researchers with lived experience, supported by a Lived Experience Advisory Panel.
Findings
There is a perceived lack of support and an increased peer burden for peer workers. Recommendations included relevant ongoing training and development; support and supervision; and organisational cultural change.
Originality/value
Working within a peer-led co-production framework, this study contributes to the development of the evidence base for peer emotional labour. Based on the findings, a Good Practice Guide for Peer Working is being developed to promote good practice for the development of future peer worker roles.
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Taylor R. Casey and Gina M. Trask
The purpose of this paper is to review an existing graphic novel collection in the curriculum materials center of an academic library. The review would result in a clear identity…
Abstract
Purpose
The purpose of this paper is to review an existing graphic novel collection in the curriculum materials center of an academic library. The review would result in a clear identity for the collection and guide the creation of revised collection development, management and cataloging processes.
Design/methodology/approach
The physical and bibliographic identities of each individual graphic novel were reviewed and compared with collection development tools.
Findings
The review revealed a mismatch between the physical and bibliographic markers applied to some graphic novels and inconsistencies in the assignment of items based on audience and literature type. At the completion of the project, 43% of the graphic novels were reassigned based on audience, literature type or both.
Originality/value
There is limited research about the collection challenges and needs of graphic novels in juvenile and curriculum materials collections within academic libraries. This research details the process used to evaluate the collection and create a physical and bibliographic identity that fits the needs of the library’s users.
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‘WHY MUST EVERYBODY IN IRELAND’, says Sean O'Faolain, in one of his recent flashes of inspiration, ‘live like an express train that starts off for heaven full of beautiful dreams…
Abstract
‘WHY MUST EVERYBODY IN IRELAND’, says Sean O'Faolain, in one of his recent flashes of inspiration, ‘live like an express train that starts off for heaven full of beautiful dreams, and marvellous ambitions and, halfway, Bejasus, you switch off the bloody track down some sideline that brings you to exactly where you began?’ Such highly coloured comment might equally well be applied to the characters and situations we find in the plays of that Dublin genius—the centenary of whose birth we are commemorating this year—John Millington Synge. The writings of both authors, incidentally, are characterized by a rueful, amusing, gently self‐mocking tone about Ireland and the Irish. Both adopt a wider, detached, almost continental view of their country. Synge, in particular, refers to Ireland as the furthermost corner of Western Europe and himself as an Irish European.
As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to…
Abstract
As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to pregnancy care and medical treatment for her child, and even to give up her child for adoption, all without notice to her parents, but require parental notice or consent for abortion. This chapter argues that this oft-noted contradiction in the law on teenage reproductive decision-making is in fact not as contradictory as it first appears. A closer look at the law’s apparently conflicting approaches to teenage abortion and teenage childbirth exposes common ground that scholars have overlooked. The chapter compares the full spectrum of minors’ reproductive rights and unmasks deep similarities in the law on adolescent reproduction – in particular an undercurrent of desire to punish (female) teenage sexuality, whether pregnant girls choose abortion or childbirth. It demonstrates that in practice, the law undermines adolescents’ reproductive rights, whichever path of pregnancy resolution they choose. At the same time that the law thwarts adolescents’ access to abortion care, it also fails to protect adolescents’ rights as parents. The analysis shows that these two superficially conflicting sets of rules in fact work in tandem to enforce a traditional gender script – that self-sacrificing mothers should give birth and give up their infants to better circumstances, no matter the emotional costs to themselves. This chapter also suggests novel policy solutions to the difficulties posed by adolescent reproduction by urging reforms that look to third parties other than parents or the State to better support adolescent decision-making relating to pregnancy and parenting.