- I have now retired from Canterbury Christ Church University, in Kent, where I worked for 30 years and led the public ... moreI have now retired from Canterbury Christ Church University, in Kent, where I worked for 30 years and led the public health team for 15 years until 2018. My background includes health education (pshe), nursing, nutrition, play therapy and all aspects of health promotion. I developed and led a wide range of undergraduate, postgraduate and professional courses; supervised PhDs and acted as external examiner to three UK universities. My PhD (Education), ‘Children's perceptions of eating and body image’, was completed in 1999. My research has included a focus on healthy early years' settings, healthy eating and language learning in European schools, children's views of older people, children's views of health professionals, evaluating a sex & relationship resource, childhood obesity, and examining the needs of teachers who are working with children with life-limiting or life-threatening conditions. Recently I have worked with colleagues to produce two public health textbooks: Priorities for Health Promotion and Public Health, and Principles and Practice of Health Promotion and Public Health. Today, I enjoy working as a registered play and creative arts therapist with children in my private practice.(I have now retired from Canterbury Christ Church University, in Kent, where I worked for 30 years and led the public health team for 15 years until 2018. My background includes health education (pshe), nursing, nutrition, play therapy and all aspects of health promotion. I developed and led a wide range of undergraduate, postgraduate and professional courses; supervised PhDs and acted as external examiner to three UK universities. My PhD (Education), ‘Children's perceptions of eating and body image’, was completed in 1999. My research has included a focus on healthy early years' settings, healthy eating and language learning in European schools, children's views of older people, children's views of health professionals, evaluating a sex & relationship resource, childhood obesity, and examining the needs of teachers who are working with children with life-limiting or life-threatening conditions. Recently I have worked with colleagues to produce two public health textbooks: Priorities for Health Promotion and Public Health, and Principles and Practice of Health Promotion and Public Health. Today, I enjoy working as a registered play and creative arts therapist with children in my private practice.)edit
Principles and Practice of Health Promotion and Public Health brings together the disciplines and fields of study that inform the work of promoting health into one book and provides many examples of practice. It starts with understanding... more
Principles and Practice of Health Promotion and Public Health brings together the disciplines and fields of study that inform the work of promoting health into one book and provides many examples of practice. It starts with understanding ourselves and our health and continues with chapters on working in health promotion and public health; epidemiology; research methods and evidence-based practice; health psychology; communicating health; health education; health promotion; public health; health protection; arts and health; tackling tobacco, alcohol and drugs; tackling overweight; promoting health in workplaces and promoting health within the National Health Service. Together these communicate the core principles of how to prevent disease and promote health when working with individuals, communities and populations in any country across the world. The book focusses on adults’ health and includes international and UK examples. Principles and Practice of Health Promotion and Public Health complements Priorities for Health Promotion and Public Health, published in 2021. Both are core texts for those studying health promotion or public health and supplementary texts for students of healthcare and social care. They are ideal for public health practitioners and members of the wider public health workforce. THIS BOOK IS ALSO AVAILABLE AS AN AUDIO BOOK THROUGH AMAZON.
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Taking one theme per chapter, the book examines the social and environmental influences that shape people’s health; health inequalities; poverty and health; mental, emotional and spiritual health; sexual health; physical inactivity; diet;... more
Taking one theme per chapter, the book examines the social and environmental influences that shape people’s health; health inequalities; poverty and health; mental, emotional and spiritual health; sexual health; physical inactivity; diet; tobacco; alcohol; drugs; weight; cardiovascular disease; cancer; diabetes and dementia. The book takes a holistic approach, combining scientific and epidemiological evidence with the subjective experiences of those who undergo these health journeys. Each chapter explains the causes of poor health and the evidence behind the recommendations for good health and ends by demonstrating the health benefits of positive action. This is a core text for those studying health promotion or public health, and a supplementary text for students of healthcare and social care. The book focusses on adults’ health in the UK, with examples from the four nations, and provides some contextual international information where relevant.
Priorities for Health Promotion and Public Health is an ideal companion for busy practitioners who work across the wider sectors that support people’s health and wellbeing. It is also an essential textbook for students new to health promotion and public health. THIS BOOK AS ALSO AVAILABLE AS AN AUDIO BOOK THROUGH AMAZON.
Priorities for Health Promotion and Public Health is an ideal companion for busy practitioners who work across the wider sectors that support people’s health and wellbeing. It is also an essential textbook for students new to health promotion and public health. THIS BOOK AS ALSO AVAILABLE AS AN AUDIO BOOK THROUGH AMAZON.
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Educating Children with Life-Limiting Conditions supports teachers who are working with children with life-limiting or life-threatening conditions in mainstream schools by providing them with the core knowledge and skills that underpin... more
Educating Children with Life-Limiting Conditions supports teachers who are working with children with life-limiting or life-threatening conditions in mainstream schools by providing them with the core knowledge and skills that underpin effective practice within a whole-school and cross-agency approach.
Mainstream schools now include increasing numbers of children with life-limiting or life-threatening conditions, and this accessible book is written by a team comprised of both education and health professionals, helping to bridge the gap between different services.
Recognising the complexity of individual cases, the authors communicate key principles relating to the importance of communication, multi-professional understanding and working and proactive planning for meeting the needs of any child with a life-limiting or life-threatening condition that can be applied to a range of situations.
Reflective activities and practical resources are provided and are also available to download. This bookwill be of interest to teachers in mainstream schools, as well as teachers, SENCOs and senior leaders in all school settings, school nurses, children’s nurses and allied health professionals
Mainstream schools now include increasing numbers of children with life-limiting or life-threatening conditions, and this accessible book is written by a team comprised of both education and health professionals, helping to bridge the gap between different services.
Recognising the complexity of individual cases, the authors communicate key principles relating to the importance of communication, multi-professional understanding and working and proactive planning for meeting the needs of any child with a life-limiting or life-threatening condition that can be applied to a range of situations.
Reflective activities and practical resources are provided and are also available to download. This bookwill be of interest to teachers in mainstream schools, as well as teachers, SENCOs and senior leaders in all school settings, school nurses, children’s nurses and allied health professionals
Research Interests:
Contents: Introduction The state takes an interest in health The medical model Holistic health and wellbeing Community empowerment The Ottawa Charter for Health Promotion : a new public health Health education, health promotion,... more
Contents:
Introduction
The state takes an interest in health
The medical model
Holistic health and wellbeing
Community empowerment
The Ottawa Charter for Health Promotion : a new public health
Health education, health promotion, public health
Measuring and preventing children's illness
Promoting children's health and wellbeing
Measuring children's health and wellbeing
The life course approach to health and wellbeing
Conclusion
Introduction
The state takes an interest in health
The medical model
Holistic health and wellbeing
Community empowerment
The Ottawa Charter for Health Promotion : a new public health
Health education, health promotion, public health
Measuring and preventing children's illness
Promoting children's health and wellbeing
Measuring children's health and wellbeing
The life course approach to health and wellbeing
Conclusion
The chapter explains the role of the specialist community public health nurse. It discusses the tensions between the traditional health visitor who has traditionally focussed on the needs of the family, and the specialist community public... more
The chapter explains the role of the specialist community public health nurse. It discusses the tensions between the traditional health visitor who has traditionally focussed on the needs of the family, and the specialist community public health nurse who focuses on the needs of the community.
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Developed with the support of the Kent Healthy Schools Programme to encourage primary schools to promote healthy eating, this resource takes a whole-school, holistic approach towards children's eating and relates to the PSHE Curriculum... more
Developed with the support of the Kent Healthy Schools Programme to encourage primary schools to promote healthy eating, this resource takes a whole-school, holistic approach towards children's eating and relates to the PSHE Curriculum and the Healthy Schools Programme. There is a good blend of easily accessible information on healthy eating supported by individual case studies.
The three sections cover:
- a summary of the range of children's eating issues
- strategies for promoting healthy eating and preventing, recognising and dealing with eating problems
- examples of lesson plans related to the physical, emotional and social aspects of children's eating.
The three sections cover:
- a summary of the range of children's eating issues
- strategies for promoting healthy eating and preventing, recognising and dealing with eating problems
- examples of lesson plans related to the physical, emotional and social aspects of children's eating.
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Objective: This article describes a university course that aimed to create public health champions, and its evaluation. The course attracted 92 participants, over three cohorts. Participants included healthcare professionals, fitness... more
Objective: This article describes a university course that aimed to create public health champions, and its evaluation. The course attracted 92 participants, over three cohorts. Participants included healthcare professionals, fitness instructors, a belly dancer, housing officers, community workers and those who worked in public health policy.
Design: The course evaluation aimed to provide a longitudinal understanding of the participants' learning and the impact of the course in terms of developing the attributes of public health champions.
Setting: A university setting in England Methods: Evaluation methods included questionnaires, self-assessment against UK Public Health Skills and Knowledge Framework statements, 'check out' sentences post action learning set meetings, impact statements and unstructured interviews.
Results: The evaluation illuminated the participants' experience of their learning journey, which comprised cognitive, affective and conative learning, the development of public health competences and evidence of putting the learning into public health practice.
Conclusion: In total, 76 participants achieved a university award. There was evidence of participants identifying the underlying causes of ill health and using an evidence-based approach to planning, partnership and influencing others. Some reported actions that indicated they had become transformative leaders and public health champions. The article discusses limitations to the evaluation and some current challenges to public health workforce development in England.
Design: The course evaluation aimed to provide a longitudinal understanding of the participants' learning and the impact of the course in terms of developing the attributes of public health champions.
Setting: A university setting in England Methods: Evaluation methods included questionnaires, self-assessment against UK Public Health Skills and Knowledge Framework statements, 'check out' sentences post action learning set meetings, impact statements and unstructured interviews.
Results: The evaluation illuminated the participants' experience of their learning journey, which comprised cognitive, affective and conative learning, the development of public health competences and evidence of putting the learning into public health practice.
Conclusion: In total, 76 participants achieved a university award. There was evidence of participants identifying the underlying causes of ill health and using an evidence-based approach to planning, partnership and influencing others. Some reported actions that indicated they had become transformative leaders and public health champions. The article discusses limitations to the evaluation and some current challenges to public health workforce development in England.
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The number of children with life-limiting or life-threatening conditions in England is double what is was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching... more
The number of children with life-limiting or life-threatening conditions in England is double what is was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers’ emotional well-being.
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There are increasing numbers of children with life limiting or life threatening conditions in mainstream schools. Previous research shows that the needs of these children are not being well met. The symptoms of their condition and its... more
There are increasing numbers of children with life limiting or life threatening conditions in mainstream schools. Previous research shows that the needs of these children are not being well met. The symptoms of their condition and its treatment can interfere with a child’s whole school experience including their learning, their self-esteem and their relationships. Many children and parents feel under supported by schools. One study showed that teachers report an insufficiency of information resources or guidance for themselves in relation to having children with cancer in their school. In England, the Children and Families Act (2014) aims to bring about better integration of health care, social care and education for these children.
The Teaching for Life project aimed to explore the needs of teachers in relation to working with children with life limiting or life threatening conditions. It comprised an on-line questionnaire, completed by 90 teachers mostly from mainstream schools in south east England, and interviews with 38 teachers who were undertaking the Special Educational Needs Coordination training for special educational needs coordinators (SENCOs). Six members of staff from a Special school were also interviewed.
The study showed that the most common life limiting or life threatening condition to be reported by the teachers was cancer followed by cerebral palsy, Duchennes muscular dystrophy and cystic fibrosis. There was a wide variance across schools about who was responsible for keeping medical and care needs of pupils updated. About half the teachers in this study had provided medical care for a child. Many teachers were anxious and concerned that meeting a child’s medical needs in school was very challenging and some felt that they were failing children. Teachers want better and quicker access to information and support related to providing medical care and administering medicines in particular.
Teachers recognised the need for good multi-disciplinary working around the child, but there were a number of barriers. These included teachers not always understanding which health care professionals could support them, or how to contact them, delays in the school receiving medical information from health care professionals, health care professionals not being able to provide the right kind of information at the right time, and the difficulties with getting the right professionals together for a meeting.
Parents were cited as a key source of information and guidance for teachers who want to understand the medical and non-medical needs of a child. However parents’ own emotional trauma made this vitally important communication extremely difficult. Teachers felt a strong professional responsibility to be informed and to try to find support for themselves and the child, but their inability to get sufficient information or support from the parents, health professionals or the school, meant that many turned to what they could find on the internet.
Teachers described themselves as floundering at the centre of an emotional web, as they tried to balance the needs of the child with the condition, their parents, other pupils and their parents, themselves and other staff, all within a school culture that could feel insecure and uncertain. Some spoke of the subject being ‘taboo’, and everyone not knowing whether they could or couldn’t ‘talk about it’. Teachers recognised that they needed support with the emotional strains that are associated with having a child with a life limiting or life threatening condition in school. Teachers wanted certainty and clarity. They wanted to work within a clear framework that provides clarity about school processes and decision making, in respect of issues such as the recording of pupil absences and pastoral support when a child has a life limiting or life threatening condition.
Teachers wanted to be better equipped for communicating with the others about serious illness, death and bereavement. They wanted relevant educational resources that could provide a structure for their teaching and from which they could model what to say, what to do to and how to be a really supportive teacher in this difficult situation. They wanted to understand more about how life limiting and life threatening conditions affect children emotionally and behaviourally, and strategies for dealing with the outcomes. The experience of teachers who had worked with children with life limiting or life threatening conditions could be usefully shared with teachers for whom this is a new experience.
In summary, teachers were well aware of the medical, emotional and social needs of both the child and the other children and adults that surround that child, as well as the importance of the physical attributes of the building and the culture of the school. They wanted more information, guidance and support. Teachers need emotional support for themselves if they are to be able to contain their own anxieties and be able to support others, and in turn they need to be supported by a whole school approach to emotional health and wellbeing, which includes addressing bullying and inclusion. Collaboration between themselves and inter-professional health and social care agencies needs to work more effectively.
The Teaching for Life project aimed to explore the needs of teachers in relation to working with children with life limiting or life threatening conditions. It comprised an on-line questionnaire, completed by 90 teachers mostly from mainstream schools in south east England, and interviews with 38 teachers who were undertaking the Special Educational Needs Coordination training for special educational needs coordinators (SENCOs). Six members of staff from a Special school were also interviewed.
The study showed that the most common life limiting or life threatening condition to be reported by the teachers was cancer followed by cerebral palsy, Duchennes muscular dystrophy and cystic fibrosis. There was a wide variance across schools about who was responsible for keeping medical and care needs of pupils updated. About half the teachers in this study had provided medical care for a child. Many teachers were anxious and concerned that meeting a child’s medical needs in school was very challenging and some felt that they were failing children. Teachers want better and quicker access to information and support related to providing medical care and administering medicines in particular.
Teachers recognised the need for good multi-disciplinary working around the child, but there were a number of barriers. These included teachers not always understanding which health care professionals could support them, or how to contact them, delays in the school receiving medical information from health care professionals, health care professionals not being able to provide the right kind of information at the right time, and the difficulties with getting the right professionals together for a meeting.
Parents were cited as a key source of information and guidance for teachers who want to understand the medical and non-medical needs of a child. However parents’ own emotional trauma made this vitally important communication extremely difficult. Teachers felt a strong professional responsibility to be informed and to try to find support for themselves and the child, but their inability to get sufficient information or support from the parents, health professionals or the school, meant that many turned to what they could find on the internet.
Teachers described themselves as floundering at the centre of an emotional web, as they tried to balance the needs of the child with the condition, their parents, other pupils and their parents, themselves and other staff, all within a school culture that could feel insecure and uncertain. Some spoke of the subject being ‘taboo’, and everyone not knowing whether they could or couldn’t ‘talk about it’. Teachers recognised that they needed support with the emotional strains that are associated with having a child with a life limiting or life threatening condition in school. Teachers wanted certainty and clarity. They wanted to work within a clear framework that provides clarity about school processes and decision making, in respect of issues such as the recording of pupil absences and pastoral support when a child has a life limiting or life threatening condition.
Teachers wanted to be better equipped for communicating with the others about serious illness, death and bereavement. They wanted relevant educational resources that could provide a structure for their teaching and from which they could model what to say, what to do to and how to be a really supportive teacher in this difficult situation. They wanted to understand more about how life limiting and life threatening conditions affect children emotionally and behaviourally, and strategies for dealing with the outcomes. The experience of teachers who had worked with children with life limiting or life threatening conditions could be usefully shared with teachers for whom this is a new experience.
In summary, teachers were well aware of the medical, emotional and social needs of both the child and the other children and adults that surround that child, as well as the importance of the physical attributes of the building and the culture of the school. They wanted more information, guidance and support. Teachers need emotional support for themselves if they are to be able to contain their own anxieties and be able to support others, and in turn they need to be supported by a whole school approach to emotional health and wellbeing, which includes addressing bullying and inclusion. Collaboration between themselves and inter-professional health and social care agencies needs to work more effectively.
Research Interests:
Worldwide demographic change means that the responsibility for a growing older population will fall to younger generations. This narrative literature review comprises an international examination of what has been published about... more
Worldwide demographic change means that the responsibility for a growing older population will fall to younger generations. This narrative literature review comprises an international examination of what has been published about children’s views of older people between 1980 and 2011. Sixty nine academic papers were inductively analysed, and the emerging themes were: ageism; contact with older people; children’s media; children’s perceptions of older people; intergenerational studies; children’s perceptions of older people’s health conditions; and culture, ethnicity and worldwide studies. Reports about children’s views were influenced by research methods, the children’s familiarity with whom they were being asked to describe, their prior relationships with grandparents and other significant older people, and their stage of development. 80% of the papers were based on American research, and were often guided by a concern about ageism. While children adopt stereotypes, they do not appear to be ageist. Research needs to include a wider geographical and cultural spread of children; children’s understandings of the lived experiences of older people; and an exploration of the effects of culture, faith and socio-economic status on children’s views if it is to underpin effective education to equip the next generation to humanely support the older populations of the future.
Research Interests:
This narrative review explains the development of excess weight gain in babies and children. It takes a life course approach which includes genetics, pre-conception, pregnancy, infancy and childhood. The paper focuses on feeding... more
This narrative review explains the development of excess weight gain in babies and children. It takes a life course approach which includes genetics, pre-conception, pregnancy, infancy and childhood. The paper focuses on feeding behaviours, physical activity, parental influences and the wider social and environmental context. Risk factors which can cumulatively lead to excess childhood weight gain include: under or over weight during pregnancy; the presence of diabetes during pregnancy; low or high birth weight; having obese parents; early weaning; prolonged formula feeding; rapid weight gain in the first year; disinhibited eating patterns and the consistent availability of energy dense food at home; feeding practices which are not responsive to the child’s cues; insufficient sleep among pre-school children; sedentary parents; low parental education; living in poor socio-economic circumstances; absence, or perceived absence, of safe play areas; parents who lack time or confidence to authoritatively parent; environments where there is poor access to affordable lower energy dense foods; and parents who do not accept that excess weight is a health problem. Recommendations for health professionals are made.
Research Interests:
There are increasing numbers of children living with life limiting illnesses in mainstream schools. The aim of this literature-based study was to evaluate the current provision of educational support for teachers who are teaching these... more
There are increasing numbers of children living with life limiting illnesses in mainstream schools. The aim of this literature-based study was to evaluate the current provision of educational support for teachers who are teaching these children in schools. An international literature search produced 23 papers published between 2005 and July 2010 which concerned children with life limiting illness in relation to education in mainstream schools. The analysis identified that the needs of children with life limiting illnesses are not being well met, and there appears to be little evidence of educational support for teachers. The paper concludes that schools need to work with both the medical and social models of health/disability in order to meet the needs of children with life-limiting illness. There is some consensus that the way forward needs to include multidisciplinary working within an ecological approach that supports home, schools and the health services working together. Only one paper reported an evaluation of such an intervention. There is a need for more research, evaluation and dissemination about the experience of living with a life-limiting illness in mainstream schools and related interventions, and for this to inform professional education and the co-ordination of education, health and home systems.
Key words: life-limiting illness, chronic illness, schools, teachers, children
Key words: life-limiting illness, chronic illness, schools, teachers, children
Research Interests:
Play therapists are increasingly being employed in schools, yet there is confusion among many health, education and social care practitioners about the role of play therapists. This paper explains how play therapists position themselves... more
Play therapists are increasingly being employed in schools, yet there is confusion among many health, education and social care practitioners about the role of play therapists. This paper explains how play therapists position themselves and what they do through an examination of the therapeutic relationship between the therapist and child. It discusses the core conditions of congruence, acceptance and empathy with reference to recent research. Play therapists vary their practice in terms of verbal or non-verbal interaction, the tools in their playroom and how they physically place themselves. This paper argues for placing an emphasis on the non-verbal mirroring of the child, the incorporation of expressive media such as paint, clay and sand into the play room and the positioning of the therapist within the play space.
Research Interests:
Abstract In recent years increased attention has been focused on listening to the views of children and young people. This study analysed 31 research studies, which were published between 2000 and early 2009, into children and young... more
Abstract
In recent years increased attention has been focused on listening to the views of children and young people. This study analysed 31 research studies, which were published between 2000 and early 2009, into children and young people’s views of health professionals in England. The findings from the studies were inductively analysed and grouped into seven themes. Children and young people want health professionals to be familiar, accessible and available;to be informed and competent; to provide accessible information;to be a good communicator; to participate in care; to ensure privacy and confidentiality, and to demonstrate acceptance and empathy. It is noteworthy that over the nine years many studies repeated the same broad
messages to health professionals. The findings suggest that although there are examples of good practice, health professionals are sometimes falling short of the standards set by UK health professional bodies.
Keywords
child health, health services research, multi-professional, nurse–child interaction, research dissemination
In recent years increased attention has been focused on listening to the views of children and young people. This study analysed 31 research studies, which were published between 2000 and early 2009, into children and young people’s views of health professionals in England. The findings from the studies were inductively analysed and grouped into seven themes. Children and young people want health professionals to be familiar, accessible and available;to be informed and competent; to provide accessible information;to be a good communicator; to participate in care; to ensure privacy and confidentiality, and to demonstrate acceptance and empathy. It is noteworthy that over the nine years many studies repeated the same broad
messages to health professionals. The findings suggest that although there are examples of good practice, health professionals are sometimes falling short of the standards set by UK health professional bodies.
Keywords
child health, health services research, multi-professional, nurse–child interaction, research dissemination
Research Interests:
Purpose – This paper aims to provide a summary of current policy and research related to pre-school overweight and obesity, and to provide a rationale for why early years settings are being placed at the forefront of strategies to address... more
Purpose – This paper aims to provide a summary of current policy and research related to pre-school overweight and obesity, and to provide a rationale for why early years settings are being placed at the forefront of strategies to address the problem.
Design/methodology/approach – The paper is based on a narrative review of current research,policy and practice.
Findings – Today 22.9 per cent of four and five year olds are overweight or obese. The Healthy Weight, Healthy Lives strategy is a cross-government initiative, which aims to make England the first major country to reverse the obesity epidemic. The pre-school period represents a critical time for interventions, which could prevent excess weight gain and its associated physical and psychological damage to health.
Practical implications – Practitioners in early years settings have a significant contribution to make to promoting the healthy weight of children.
Originality/value – Concerns about overweight in childhood have received much attention. This paper seeks to raise awareness of the importance of the pre-school period, and to provide a useful
review of current research, policy and sources of support for those who are best placed to address the issue.
Keywords Children (age groups), Obesity, England, Health education
Paper type General review
Design/methodology/approach – The paper is based on a narrative review of current research,policy and practice.
Findings – Today 22.9 per cent of four and five year olds are overweight or obese. The Healthy Weight, Healthy Lives strategy is a cross-government initiative, which aims to make England the first major country to reverse the obesity epidemic. The pre-school period represents a critical time for interventions, which could prevent excess weight gain and its associated physical and psychological damage to health.
Practical implications – Practitioners in early years settings have a significant contribution to make to promoting the healthy weight of children.
Originality/value – Concerns about overweight in childhood have received much attention. This paper seeks to raise awareness of the importance of the pre-school period, and to provide a useful
review of current research, policy and sources of support for those who are best placed to address the issue.
Keywords Children (age groups), Obesity, England, Health education
Paper type General review
Research Interests:
Purpose – The paper comprises an evaluation of the inclusion of art-related education within a health promotion course for student nurses, which ran for four cohorts from 2001 to 2005, and a description of a project to introduce art into... more
Purpose – The paper comprises an evaluation of the inclusion of art-related education within a health promotion course for student nurses, which ran for four cohorts from 2001 to 2005, and a description of a project to introduce art into a clinical skills laboratory as part of the course.
Design/methodology/approach – The art-related aspects of the course were evaluated by analysing qualitative comments from a questionnaire completed by a total of 83 students from the four cohorts. In addition, lecturers were invited to write their reflections. Only the 2003-2004 cohort worked on the clinical skills laboratory art project in which students acted as a focus group, and later carried out interviews with patients.
Findings – The art-related education was positively evaluated by most students, and appeared to have increased their awareness of health care environments. For some, it had promoted emotional awareness, empathy for patients and had been a therapeutic and enjoyable experience. A specification for art work to be introduced to the university’s clinical skills laboratory was produced.
Originality/value – Using the arts in pre-registration nurse education is relatively new in the UK, and this work provides an example of its potential to encourage empathy among student nurses for the experience of patients in health care settings. The paper provides an example of how art work could be introduced into health care settings.
Keywords Nurses, Education, Health education, Hospitals, Arts, United Kingdom
Paper type Research paper
Design/methodology/approach – The art-related aspects of the course were evaluated by analysing qualitative comments from a questionnaire completed by a total of 83 students from the four cohorts. In addition, lecturers were invited to write their reflections. Only the 2003-2004 cohort worked on the clinical skills laboratory art project in which students acted as a focus group, and later carried out interviews with patients.
Findings – The art-related education was positively evaluated by most students, and appeared to have increased their awareness of health care environments. For some, it had promoted emotional awareness, empathy for patients and had been a therapeutic and enjoyable experience. A specification for art work to be introduced to the university’s clinical skills laboratory was produced.
Originality/value – Using the arts in pre-registration nurse education is relatively new in the UK, and this work provides an example of its potential to encourage empathy among student nurses for the experience of patients in health care settings. The paper provides an example of how art work could be introduced into health care settings.
Keywords Nurses, Education, Health education, Hospitals, Arts, United Kingdom
Paper type Research paper
Research Interests:
Discusses the process of introducing a breast health strategy into schools through multi-disciplinary working. Although breast screening plays an important part in the early detectionof breast cancer, up to a third of women do not take up... more
Discusses the process of introducing a breast health strategy into schools through multi-disciplinary working. Although breast screening plays an important part in the early detectionof breast cancer, up to a third of women do not take up their invitation for screening. It is argued that breast health education is a vital step towards normalising discussions about breasts, promoting breast awareness and countering misconceptions about breast cancer and breast screening. the breast health strategy evolved from a motivation to introduce an educational intervention into schools through a collaboration between school and community. The process included some informal research and evaluation at each stage which helped the teach to reflect, adn to inform the next stage of the project. This indicated that many teenage girls have misunderstandings, and may benefit from breast health education in schools. Having established the beginnings of a feasible strategy, the need for more systematic research and evaluation is recognised.
Research Interests:
Summary The role of the arts in health care and health promotion is enjoying belated attention as a way of promoting people’s mental health and well-being. Canterbury Christ Church University offers a course which examines how nurses can... more
Summary The role of the arts in health care and health promotion is enjoying belated attention as a way of promoting people’s mental health and well-being. Canterbury Christ Church University offers a course which examines how nurses can use the arts to enhance the health care experience for both staff and patients. he Holistic Health Promotion course is compulsory for all final year pre-registration Bachelor degree students in Adult and Child Nursing. The content and process of the course are described, and the findings from the evaluation data are discussed. Through the use of autobiographical literature, active learning in the classroom, visiting speakers and visits within the local community, the course provides a positive learning experience for many students and broadens their perceptions of how to carry out mental, emotional and spiritual health promotion.
Research Interests:
(The paper does not have an abstract) The arts are a key strategy for promoting health, in particular mental health. Since 2002, Year 3 students studying for degrees in Child Nursing and Adult Nursing at Canterbury Christ Church... more
(The paper does not have an abstract)
The arts are a key strategy for promoting health, in particular mental health. Since 2002, Year 3 students studying for degrees in Child Nursing and Adult Nursing at Canterbury Christ Church University have undertaken a course called Holistic Health Promotion. The aim of the course is to encourage student nurses to look beyond illness and physical care, and to consider the mental, emotional and spiritual health needs of their patients. The paper is presents an outline of the course.
The arts are a key strategy for promoting health, in particular mental health. Since 2002, Year 3 students studying for degrees in Child Nursing and Adult Nursing at Canterbury Christ Church University have undertaken a course called Holistic Health Promotion. The aim of the course is to encourage student nurses to look beyond illness and physical care, and to consider the mental, emotional and spiritual health needs of their patients. The paper is presents an outline of the course.
Research Interests:
Little seems to have been written about health promotion in outpatients' departments. This article argues that outpatient nurses have the potential to play a signficant part in promoting people's heath. Outpatient nurses may be the first... more
Little seems to have been written about health promotion in outpatients' departments. This article argues that outpatient nurses have the potential to play a signficant part in promoting people's heath. Outpatient nurses may be the first hospital nurses that an individual meets. What people observe and how they are treated may make a difference to both their experience of hospital care and their health. Outpatient nurses may have been perceived as the doctors' handmaidens of yesterday, but today they are evolving into an effective force for change. For example, evaluation of nurse-led outpatients' clinics is showing that they have the potential to complement doctor-led clinics and improve the healthcare experience of patients. It is argued that the health-promoting role of the outpatient nurse can be enhanced by a department that is a health-promoting environment.
Research Interests:
Background The purpose of this study was to explore children's perceptions of who controlled the quality and quantity of their food during the week. Methods Semi structured interviews were carried out with 98 9-year old children. The... more
Background The purpose of this study was to explore children's
perceptions of who controlled the quality and quantity of their food
during the week.
Methods Semi structured interviews were carried out with 98 9-year old children. The children were asked to describe who chose what they ate during a typical week day. They were also asked about who decided how much they ate.
Results The children thought that adults had a high degree of control over their food. They frequently reported that either they were allowed to choose from a selection provided by an adult, or that an adult chose their food without consultation. Many children reported that adults were very influential in determining how much food they ate.
Conclusions Although the children thought that adults imposed control upon their food choices, it is argued that children have more choice about their food than at any time in history. The children's perceptions highlight the need for planned dietary change to acknowledge the various influences which can affect choices of children's food.
perceptions of who controlled the quality and quantity of their food
during the week.
Methods Semi structured interviews were carried out with 98 9-year old children. The children were asked to describe who chose what they ate during a typical week day. They were also asked about who decided how much they ate.
Results The children thought that adults had a high degree of control over their food. They frequently reported that either they were allowed to choose from a selection provided by an adult, or that an adult chose their food without consultation. Many children reported that adults were very influential in determining how much food they ate.
Conclusions Although the children thought that adults imposed control upon their food choices, it is argued that children have more choice about their food than at any time in history. The children's perceptions highlight the need for planned dietary change to acknowledge the various influences which can affect choices of children's food.
Research Interests:
This paper suggests that the new paradigm for nurse education is being prevented from fulfilling itself because of factors operating within the taught, hidden and wider curriculum. Firstly it is argued that the theoretical components... more
This paper suggests that the new paradigm for nurse education is
being prevented from fulfilling itself because of factors operating within the taught, hidden and wider curriculum. Firstly it is argued that the theoretical components relating to social science, health education/promotion and nursing need to be clearly integrated for nursing students. This integration is demonstrated through the analysis of two nursing models. Secondly it is argued that the taught curriculum needs to be supported by a suitable hidden curriculum both within the educational and clinical setting. Role models which demonstrate
integrated theory occurring in practice are a vital component of this. Thirdly it is argued that without the wider social and political context supporting the aims of the ‘new’ nurse education, meaningful success will be very difficult to achieve.
being prevented from fulfilling itself because of factors operating within the taught, hidden and wider curriculum. Firstly it is argued that the theoretical components relating to social science, health education/promotion and nursing need to be clearly integrated for nursing students. This integration is demonstrated through the analysis of two nursing models. Secondly it is argued that the taught curriculum needs to be supported by a suitable hidden curriculum both within the educational and clinical setting. Role models which demonstrate
integrated theory occurring in practice are a vital component of this. Thirdly it is argued that without the wider social and political context supporting the aims of the ‘new’ nurse education, meaningful success will be very difficult to achieve.
Research Interests:
Aim: This paper aims to explore the problems which are currently preventing hospital nurses from fulfilling their health promotion role, and makes recommendations for nursing managers. Background: Hospital nurses have a key role to... more
Aim: This paper aims to explore the problems which are currently preventing hospital nurses from fulfilling their health promotion role, and makes recommendations for nursing managers.
Background: Hospital nurses have a key role to play in meeting recent Government proposals, which aim to enhance health promotion and public health in the NHS.
Key issues: Lack of knowledge and skills, unhealthy hospital environments, poor collaboration, insufficient time and poor nursing management are impediments to hospital nurses promoting health.
Conclusions: Hospital nurse managers need to capitalise on governement enthusiasm by supporting health promotion education for nursing staff improving the hospital environment and facilitating better interdisciplinary working.
Background: Hospital nurses have a key role to play in meeting recent Government proposals, which aim to enhance health promotion and public health in the NHS.
Key issues: Lack of knowledge and skills, unhealthy hospital environments, poor collaboration, insufficient time and poor nursing management are impediments to hospital nurses promoting health.
Conclusions: Hospital nurse managers need to capitalise on governement enthusiasm by supporting health promotion education for nursing staff improving the hospital environment and facilitating better interdisciplinary working.
Research Interests:
This paper suggests that (i) the dominance of an individualistic philosophy of nursing, (ii) nurses’ own perceptions of their role and (iii) the hospital:community divide are all obstacles to health promotion being well integrated into... more
This paper suggests that (i) the dominance of an individualistic philosophy of nursing, (ii) nurses’ own perceptions of their role and (iii) the hospital:community divide are all obstacles to health promotion being well integrated into nursing practice.
• It explores how these obstacles need to be overcome in order for the new health promoting nurse to emerge in practice.
• This is an attempt to clearly demonstrate ‘who’ the health promoting nurse is, ‘what’ she/he does, ‘how’ she/he works and ‘where’ she/he works.
Keywords: community, health, hospital.
• It explores how these obstacles need to be overcome in order for the new health promoting nurse to emerge in practice.
• This is an attempt to clearly demonstrate ‘who’ the health promoting nurse is, ‘what’ she/he does, ‘how’ she/he works and ‘where’ she/he works.
Keywords: community, health, hospital.
Research Interests:
PhD student Gail Sheppard (has new supervisor due to Sally's retirement)
PhD student Lalita Sah (has new supervisor due to Sally's retirement)
PhD completed by Dr Gill Rapley.
PhD completed by Dr Gemma Wells.
PhD completed by Dr Valerie Wilson.