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Entrepreneurs need to develop a range of skills to be successful, including skills in decision making, risk management, problem solving, communication, and teamwork. Games and simulations are increasingly being used in both academia and business to encourage such skills development. This paper describes a business simulation module whereby postgraduate students use a game to simulate managing and operating a business. The game replicates real-world scenarios, thereby providing an innovative and contextualized learning environment. This paper presents extracts from students' reflective essays, which describe various learning outcomes. The paper concludes with some guidelines for teachers considering integrating game-based learning into their curricula to facilitate skills development, as well as recommendations for future research.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

Purpose: This paper aims to explore the challenges facing Irish organisations in the training and development of non-Irish workers. It analyses the importance of fluency in the host country's language and the approach taken by organisations in relation to language training. In-depth semi-structured interviews provide significant insights for the policies and practices of multiple stakeholders. Design/methodology/approach: The empirical research comprised 33 in-depth interviews conducted with employers, employees, trade unions and regulatory bodies, and an objective content analysis provided insights into the challenges Irish organisations face in the training and development of non-Irish workers. Findings: The results indicate that Irish organisations are given little advice or support regarding the development of non-Irish workers. The study concludes that organisations should re-consider current approaches to cultural diversity training and development of these workers, prioritising the provision of English language training for these workers. The study maintains that an understanding of cultural differences is a vital component in the training of this cohort of workers. Research limitations/implications: Further research is required in this area. This could include an investigation into the levels of transfer of learning upon completion of training programmes for non-Irish workers, and an evaluation of the understanding of cultural learning styles among trainers. Practical implications: Learning and development (L&D) initiatives are dependent on English language supports, which will ultimately be central to the successful training and development of non-Irish workers, and provision of affordable high-quality English language classes is crucial. An understanding of cultural differences, diversity and inclusion is equally important if this cohort of workers is to thrive in an Irish working environment. Social implications: The government's role must be considered a priority, assisting organisations in relation to their strategies for L&D. Originality/value: There has been a paucity of research on the issue of L&D for migrant workers in an Irish context. This paper contributes to the discussion and provides guidelines for employers and opinions for policymakers.

This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any, studies have examined the process and challenges in developing and using network capability to generate advantage through collaboration with network actors. In recognising that capabilities are developed rather than acquired, this paper address this theoretical gap and contributes to literature by tracing the development of network capability in an entrepreneurial context. A further contribution of the paper is in applying an AR design and AL sets as a method for capability development for the entrepreneurial firm. Findings suggest that, although network capability is of use, to develop the ability to use it requires a change in the market making perceptions of the entrepreneur from an independence mind-set to a more collaborative, interdependent one. Our research also supports the applicability of AL as an intervention strategy to promote action and learning among entrepreneurs for capability development, fitting the learning preferences of the nascent venture. For practitioners, evolving towards an interdependent mind-set facilitates network capability use and has the potential to relieve some of the resource pressure on entrepreneurs by providing them with strategic routes through their existing and potential network ties. For the entrepreneurship literature, a benefit stemming from this study is in introducing AR in its design and AL sets as an invention strategy in addition to developing theory in relation to network capability development.

This paper reports on a study to predict students at risk of failing based on data available prior to commencement of first year. The study was conducted over three years, 2010 to 2012, on a student population from a range of academic disciplines, n=1,207. Data was gathered from both student enrollment data and an online, self-reporting, learner-profiling tool administered during first-year student induction. Factors considered included prior academic performance, personality, motivation, self-regulation, learning approaches, age, and gender. Models were trained on data from the 2010 and 2011 student cohort, and tested on data from the 2012 student cohort. A comparison of eight classification algorithms found k-NN achieved best model accuracy (72%), but results from other models were similar, including ensembles (71%), support vector machine (70%), and a decision tree (70%). However, improvements in model accuracy attributable to non-cognitive factors were not significant. Models of subgroups by age and discipline achieved higher accuracies, but were affected by sample size; n<900 underrepresented patterns in the dataset. Factors most predictive of academic performance in first year of study at tertiary education included age, prior academic performance, and self-efficacy. Early modelling of first-year students yielded informative, generalizable models that identified students at risk of failing.

How do we teach and learn with our students about data literacy, at the same time as Biesta (2015) calls for an emphasis on 'subjectification' i.e. 'the coming into presence of unique individual beings'? (Good Education in an Age of Measurement: Ethics, Politics, Democracy. Routledge) Our response to these challenges and the datafication of higher education, is a hands-on approach to building an open, collaborative pedagogy of data literacy, based on Bayesian Networks (BNs) (Pearl, J. 1985. "Bayesian Networks: A Model of Self-Activated Memory for Evidential Reasoning." Los Angeles: University of California (Computer Science Department)). BNs can be used to merge subjective views of the learning process with objective data analysis from the learning environment; BNs are visual data constructs and, unlike other Machine Learning approaches that obfuscate and complexify, BNs can be developed to reveal relationships from observations. In this paper, we share ways in which teachers and students can work together in a praxis approach to use data to 'read the world' around them (Freire, P. 1970. "Pedagogy of the Oppressed." New York: Continuum. 125).

The objective of this paper is an efficiency analysis concerning higher education systems in European countries. Data have been extracted from OECD data-sets (Education at a Glance, several years), using a non-parametric technique--data envelopment analysis--to calculate efficiency scores. This paper represents the first attempt to conduct such an efficiency analysis at a system-level in a cross-country comparison, while focusing only on tertiary education. The role of the public sector has also been analysed, by looking at the percentage of public spending devoted to higher education, and the way the public funds are used (channelled through private subsidies or directly assigned to institutions). It has been found that there is a small core of efficient units (e.g. Switzerland, United Kingdom), and that the influence of the public sector seems to play a role in determining efficiency scores. Many elements, related to critical policies, have also been analysed adopting a semi-parametric approach, to better explain the performances and efficiency differentials. Some key-policy implications have been derived. (Contains 12 notes, 11 tables, and 2 figures.)

Currently, in the field of guidance, relevant stakeholders including guidance practitioners, educators and policy makers, have identified progression for adults in education and employment as one of the key outcomes of educational guidance. Lifelong guidance is now inextricably linked with lifelong learning as a mechanism to enhance individual mobility in the workforce for future economic growth. However, the current policy requirement for measurable data through positivistic methods of analysis may not provide a true reflection of individual progression. The author argues that methodologies generating extensive qualitative data in the longitudinal tracking of clients in adult guidance provision are now required. This is the topic of current research by the author which aims to determine whether progression can be effectively measured within the framework of longitudinal tracking systems in adult guidance.

The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth participant responded to interview questions in writing. Participants were based in seven countries: Belgium, Finland, Germany, Ireland, New Zealand, Switzerland and the USA. A relative consensus on the overarching purpose of physical education was evident, centred on physical education preparing young people for a lifetime of physical activity. The framing of this shared purpose differed somewhat between participants, reflecting a range of perspectives on the value of physical activity. Delineating the boundaries of their subject, participants characterised obesity prevention and maximising in-class physical activity as potential by-products rather than as goals of the subject. The views of many had changed over time, influenced by such factors as findings from research, societal expectations and a perceived need to legitimise physical education within school and university contexts. We note that many of the influences acting on the views of the physical education teacher educators are also known to affect practicing teachers. This suggests a possibility, in the open reflection of physical education teacher educators on the interaction between their views and the institutional and societal contexts within which they work, to provide future teachers with alternative value pathways paved with relatable explanations and shared experiences.

The Children's Sport Participation and Physical Activity (CSPPA) study is a unique multi-centre/discipline study undertaken by three Irish institutions, Dublin City University, University of Limerick and University College Cork. The study sought to assess participation in physical activity, physical education and sport (PAPES) among 10-18 year olds in Ireland. This paper shares what Irish children and young people convey, using their own voices, about their sport and physical activity (PA) experiences and how such experiences may result in their feeling included or excluded in PAPES. Eighteen focus groups (FG) with 124 boys and girls elicited descriptive data from students and were conducted with homogeneous groups of 6-8 boys and girls aged 12-18 years (selected for convenience) identified as male/female, primary/post-primary and generally active/inactive. Five themes ("being with friends", "variety in activity content", "experiencing fun", "time constraints" and "opportunity to be outside") ran across the three PAPES opportunities for young people. Overall data revealed that these young people have a positive attitude towards PA which does not diminish as they age despite activity levels decreasing. Other choices of activity participation (e.g. debate, music), or more focused activities took the place of previous choices as young people came to realise what they most enjoyed. If we are to encourage and provide opportunities for young people to choose active lifestyles, it is important that we address what these young people report affects their involvement in PA across a number of contexts. Two such developments within Irish school and community contexts are discussed: Active School Flag initiative and Senior Cycle Physical Education framework.

In this paper, we describe an in-class experiment that is easy to implement with large groups of students. The experiment takes approximately 15-20 minutes to run and involves each student completing one of four types of Sudoku puzzles and recording the time it takes to completion. The resulting data set can be used as a teaching tool at an introductory level right through to an advanced level of statistics. Basic methods for describing and displaying data as well as the intricacies that arise with real data may be discussed in an introductory course. The range of more sophisticated analyses that can be taught with the data set include chi-squared tests for independence, ANOVA, t- and F-tests, logistic regression and survival analysis. We describe and provide the tools to implement the experiment and illustrate several potential teaching topics using a collected data set.

Recent years have seen an increased focus on school accountability in Ireland and calls for greater use to be made of student achievement data for monitoring student outcomes. In this paper, it is argued that existing data-sets in Ireland offer limited potential for the value-added modelling approaches used for accountability purposes in many other countries. Some reasons for this include: few longitudinal studies of student achievement, few population data-sets and limited data on student home background in the State examination data-sets. A cross-sectional contextualised attainment model (CAM) is presented using Junior Certificate data from 2009. While the model offers some potential for identifying schools performing significantly above or below average, its explanatory power is limited by the availability of appropriate student background data. It is proposed that the use of statistical models for the purposes of identifying high or low performing schools in Ireland would need to take account of findings from other countries regarding technical difficulties such as variable selection, missing data, and the need to avoid aggregated data. Other practical concerns discussed include the appropriateness of publishing league tables and the usefulness of such information for informing parental choice.

This study analyses the experiences of youth workers in dealing with challenging behaviour among young people. The findings from a qualitative approach to the collection and analysis of data from 45 research participants are presented. The paper begins by briefly exploring the context of youth work in Ireland and outlining the research process. This is followed by a discussion of the nature of challenging behaviours experienced by youth workers including the emergent area of challenging behaviour involving new technology. Other significant themes arising from the research data are discussed. These include issues such as the audience factor, the importance of individual work, the significance of understanding background factors leading to difficult behaviour, and the need to support staff through challenging encounters. Particular attention is given to highlighting the practice implications of the research in developing effective practice in the area of challenging behaviour. (Contains 1 figure.)

This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad was defined as a unique community of practice located within the wider structures of school, education and university policies on teacher education. Data were collected over one academic year using qualitative research methods and grounded theory as a systematic data analysis tool. Findings indicate that in each of the five cases, support for PETE student learning was, to some degree, dysfunctional. In particular, it became evident that there were two conflicting teacher-learning curricula in operation. The official curriculum, expressed in policy and by SPs, UTs and CTs (also referred to as mentors), valued a PETE student who cared for pupils, had a rich pedagogical content knowledge, knew how to plan for and assess pupils' learning, valued reflection, and was an active member of a community of practice. The unofficial but essentially more powerful enacted curriculum, encouraged PETE students to draw upon their own resources to learn pedagogical content knowledge in an isolated and unsupported manner. The data highlight the force of the unofficial curriculum and the ways in which PETE students were guided to the core of the dysfunctional community of practice by untrained CTs (mentors) and untrained UTs. PETE students in this study learned to survive in a largely unsupportive professional learning environment and, just as theories of social reproduction intimate, indicated that they would reproduce this practice with PETE students in their care in the future. The findings suggest that in cases similar to those studied, there is a need for teacher educators in Ireland, (in both universities and schools) to critically interrogate their personal practices and implicit theories of teacher education and to engage in training for their role. There is also evidence to suggest that PETE students in Ireland could benefit from the development of school-university partnerships that act as fundamental units of high quality professional learning. In the cases studied, this may have led to a stronger focus on the intended or official curriculum of TP, led by the revised maxim: "Do as we say 'and' as we do".

Primary care mental health services need to expand to assist the increased number of people reporting mild to moderate mental health difficulties. In Ireland, the primary care mental health service has been recently enhanced through the employment of Assistant Psychologists (AP) in primary care psychology. This paper provides an early and brief evaluation of the impact of the AP‐enhanced model through a tripartite approach to evaluation which utilises measures of throughput, output and stakeholder satisfaction. We use data from two sources; Health service key performance indicators, and a routinely gathered minimal dataset of client measures. Results indicate that the numbers of clients seen in the period rose by 16%, that AP‐delivered treatments are beneficial for clients with mild to moderate mental health difficulties, and more than 80% of clients reported being 'totally satisfied' with the care received. The data provide early evidence that the AP model is beneficial in meeting clients' needs across a range of presentations within the service admission criteria, and that the AP‐enhanced model may offer a satisfactory solution to primary care needs. However, further data collection is required, and additional stakeholder input is necessary for a complete evaluation of the assistant psychologist model in primary care. [ABSTRACT FROM AUTHOR]

Cognitive cognitive load theory (CLT) has been conceived for improving instructional design practices. Although researched for many years, one open problem is a clear definition of its cognitive load types and their aggregation towards an index of overall cognitive load. In Ergonomics, the situation is different with plenty of research devoted to the development of robust constructs of mental workload (MWL). By drawing a parallel between CLT and MWL, as well as by integrating relevant theories and measurement techniques from these two fields, this paper is aimed at investigating the reliability, validity and sensitivity of three existing self-reporting mental workload measures when applied to long learning sessions, namely, the NASA Task Load index, the Workload Profile and the Rating Scale Mental Effort, in a typical university classroom. These measures were aimed at serving for the evaluation of two instructional conditions. Evidence suggests these selected measures are reliable and their moderate validity is in line with results obtained within Ergonomics. Additionally, an analysis of their sensitivity by employing the descriptive Harrell-Davis estimator suggests that the Workload Profile is more sensitive than the Nasa Task Load Index and the Rating Scale Mental Effort for long learning sessions. [ABSTRACT FROM AUTHOR]

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INTRODUCTION: Evaluation in healthcare services has become a priority, globally1. The Government of Ireland has highlighted the importance of stakeholder engagement to identify the needs of women in the design and delivery of high-quality health services, driven by necessity rather than financial ability2. The Birth Satisfaction Scale-Revised (BSS-R), an internationally validated tool, and recommended for measuring childbirth satisfaction by the International Consortium for Health Outcomes Measurement (ICHOM)3; however, it has yet to be considered in the Irish context. The aim of the study was to explore birth satisfaction with a sample of new mothers in Ireland. METHODS: A mixed-methods study was conducted including a survey that involved collection of data from the BSS-R 10-item questionnaire from 307 mothers over an 8-week period in 2019, in one urban maternity hospital in Ireland. Quantitative and qualitative data were collected. Qualitative data from the free-text comments of the survey questions were analyzed using content analysis. RESULTS Overall, women reported positive relationships with their care providers and were satisfied with the communication and support they received, as well as high levels of control and choice. Postnatal care, however, was highlighted as being less satisfactory with staffing levels described as inadequate. CONCLUSIONS Understanding women's birth experiences and what is important to them could facilitate midwives and other health professionals to improve the quality of their care and develop guidelines and policies that focus on women and their families' needs. The vast majority of women rated their birthing experience as extremely positive. The main elements of care that contributed to a positive birthing experience for women were quality relationships with clinicians, choice and control, and emotional safety. [ABSTRACT FROM AUTHOR]

Aims and objectives This paper describes the steps used in developing and piloting a structured education programme - the Structured Education Reminiscence-based Programme for Staff ( SERPS). The programme aimed to prepare nurses and care assistants to use reminiscence when caring for people with dementia living in long-term care. Reminiscence involves facilitating people to talk or think about their past. Background Structured education programmes are used widely as interventions in randomised controlled trials. However, the process of developing a structured education programme has received little attention relative to that given to evaluating the effectiveness of such programmes. This paper makes explicit the steps followed to develop the SERPS, thereby making a contribution to the methodology of designing and implementing effective structured education programmes. Design The approach to designing the SERPS was informed by the Van Meijel et al. (2004) model ( Journal of Advanced Nursing 48, 84): (1) problem definition, (2) accumulation of building blocks for intervention design, (3) intervention design and (4) intervention validation. Methods Grounded theory was used (1) to generate data to shape the 'building blocks' for the SERPS and (2) to explore residents, family and staff's experience of using/receiving reminiscence. Results Analysis of the pilot data indicated that the programme met its objective of preparing staff to use reminiscence with residents with dementia. Staff were positive both about the SERPS and the use of reminiscence with residents with dementia. Conclusions This paper outlines a systematic approach to developing and validating a structured education programme. Participation in a structured education programme is more positive for staff if they are expected to actively implement what they have learnt. Ongoing support during the delivery of the programme is important for successful implementation. Relevance to clinical practice The incorporation of client and professional experience in the design phase is a key strength of this approach to programme design. [ABSTRACT FROM AUTHOR]

Aim In this paper, the choice of classic grounded theory will be discussed and justified in the context of the first author's PhD research. Background The methodological discussion takes place within the context of PhD research entitled: Development of a stakeholder-led framework for a structured education programme that will prepare nurses and healthcare assistants to deliver a psychosocial intervention for people with dementia. There is a lack of research and limited understanding of the effect of psychosocial interventions on people with dementia. The first author thought classic grounded theory a suitable research methodology to investigate as it is held to be ideal for areas of research where there is little understanding of the social processes at work. Data sources The literature relating to the practical application of classic grounded theory is illustrated using examples relating to four key grounded theory components: Theory development: using constant comparison and memoing. Methodological rigour. Emergence of a core category. Inclusion of self and engagement with participants. Discussion Following discussion of the choice and application of classic grounded theory, this paper explores the need for researchers to visit and understand the various grounded theory options. Conclusion This paper argues that researchers new to grounded theory must be familiar with and understand the various options. The researchers will then be able to apply the methodologies they choose consistently and critically. Doing so will allow them to develop theory rigorously and they will ultimately be able to better defend their final methodological destinations. [ABSTRACT FROM AUTHOR]

Background: Despite significant changes in healthcare, work practices, and leisure activity, the proposed precipitating factors for abdominal wall hernias have remained largely unchanged for almost two centuries. We aimed to investigate if there have been shifts in these factors over time by examining patients' perception of precipitating factors for abdominal wall hernia development. This study was conducted in the Royal College of Surgeons In Ireland Department of Surgery, Connolly Hospital, Blanchardstown, Dublin, where patients with abdominal wall hernias completed a questionnaire. Results: A total of 277 patients (mean age 55.7; 85.6% male) with abdominal wall hernia completed the questionnaire (66.1% inguinal; 10.8% umbilical; 6.9% paraumbilical; 10.5% epigastric; 3.2% incisional; 1.4% femoral, and 1.1% port-site). One hundred and twenty patients (43.3%) believed their hernia was due to lifting, 71 (25.6%) cited gym activity and 17 (6.1%) cited other sporting activities as the precipitating factor. Traditional factors – chronic cough and constipation - were cumulatively cited only by 11 patients (4.0%), while prostatic obstruction was not cited by any. Conclusion: This study suggests that fitness pursuits may be an increasing contributor to the development of abdominal wall hernia. Greater attention should be paid to the proper use of gym equipment to minimise the risk of hernia development. Key findings: Almost one quarter of patients attributed their hernia to gym activity which should be further explored in prospective studies. This potentially reflects changes in work practice and lifestyle. Traditional causes like chronic cough and constipation were rarely cited, probably reflecting improved healthcare and lifestyle practices. [ABSTRACT FROM AUTHOR]

Aim This paper presents a substantive theory that explains the transition to motherhood for women with a disability. Background Over the last thirty years, interest in exploring women's experiences of motherhood has increased. Extant theories on transition to motherhood originate, primarily, from the perspective and experiences of non-disabled women with few exploring the phenomenon from the perspective and experiences of women with a disability. Those that do tend to focus on issues of accessibility, profiling the challenges that women with a disability encounter while accessing maternity services, attaining a maternal role and fulfilling the requirements of that role. Little is known about the experiences of women with a disability and their transition to motherhood and even less about the relationship of this process on the self. Design The study was conducted using a Strauss and Corbin approach to grounded theory. Method Individual interviews ( n = 22) were conducted over 4 years (2008-2012). Women were interviewed during pregnancy and in the postnatal period. All interviews were recorded, transcribed verbatim, imported into Nvivo 8 and analysed using the constant comparative method. Findings The substantive theory that emerged from the study provides a conceptual framework clinicians can reference when counselling, assisting and facilitating women with a disability during their preparation for and transition to motherhood. Conclusion The substantive theory presented in this paper will increase clinicians' understanding of the process involved in the transition to motherhood for women with a disability. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to evaluate the clinical effectiveness of a brief CBT intervention within a primary care adult mental health service. Design/methodology/approach -- In total, 92 participants with mild to moderate mental health difficulties were provided with five sessions of brief CBT. Clinical improvement was measured using the Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM) at pre-treatment, mid-treatment and post- treatment, and on the Beck Depression Inventory-II (BDI-II) at pre-treatment and post-treatment. Findings -- The planned five sessions of CBT were completed by 48.9 percent (n=45) of participants. Treatment completers with full clinical data (n=31) showed large statistically significant improvements on the CORE-OM and BDI-II from pre-therapy to post-therapy. Of treatment completers and non-completers with post-therapy and mid-therapy CORE-OM data, respectively (n=34), 61.8 percent showed reliable and clinically significant change. No statistically significant differences were found between treatment completers (n=45) and non-completers (n=47) in their pre-therapy clinical scores or socio-demographic characteristics. Practical implications -- Brief CBT can be a clinically effective primary care intervention but needs to be implemented in a way that ensures high treatment engagement across a range of service users. Originality/value -- This paper contributes to the evidence base of a primary care psychological intervention and demonstrates the importance of assessing treatment completion when evaluating clinical effectiveness. [ABSTRACT FROM AUTHOR]

This paper outlines the results of a project carried out 2007–2008 providing oversight of key challenges in the Mesolithic–Neolithic transition in Ireland as understood by those researching the period. The project involved interviews with practitioners from a variety of fields in order to obtain qualitative data. The resulting synthesis is not a ‘consensus’ statement of priorities, but a reflection of a very diverse research field. Given that the project took place at a time of considerable change in Irish archaeology, the strengths and weaknesses of research into the Mesolithic–Neolithic transition are of broader relevance. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to: (1) use cognitive task analysis to describe final year nursing students situation awareness in recognising, responding and escalating care of deteriorating patients in ward settings; and (2) make recommendations for training and practice. Design: A mixed methods cognitive task analysis with a convergent triangulation design. Method: Data collection involved observations of 33 final year nursing students in simulated deteriorating patient scenarios and retrospective cognitive interviews. A process tracing technique was applied to identify the cues to deterioration participants perceived; how cue perception altered as situational demands increased; the extent that participants made connections between perceived cues and reached a situational understanding; and the factors that influenced and constrained participants situation awareness. Qualitative and quantitative findings are woven together and presented using descriptive statistics, illustrative quotations and timeline extractions. Results: The median cue perception was 65.4% and 57.6% in the medical and surgical scenarios, respectively. Perception was negatively influenced by incomplete vital sign monitoring as situations escalated; limited physical assessments; passive scanning behaviours; poor task automaticity; and excessive cognitive demands. Incomplete perception, poor cue integration and underdeveloped mental models influenced situational understanding. Escalation calls did not always accurately reflect situations and a reporting mindset was evident. Clinical exposure to deteriorating patients was described as variable and opportunistic. Reporting Method: The study is reported in accordance with the Good Reporting of a Mixed Methods Study (GRAMMS) checklist. Patient or Public Contribution: Patients and public were not involved in this research. [ABSTRACT FROM AUTHOR]

Aim Qualitative data analysis is a complex process and demands clear thinking on the part of the analyst. However, a number of deficiencies may obstruct the research analyst during the process, leading to inconsistencies occurring. This paper is a reflection on the use of a qualitative data analysis program, NVivo 8, and its usefulness in identifying consistency and inconsistency during the coding process. Background The author was conducting a large-scale study of providers and users of mental health services in Ireland. He used NVivo 8 to store, code and analyse the data and this paper reflects some of his observations during the study. Discussion The demands placed on the analyst in trying to balance the mechanics of working through a qualitative data analysis program, while simultaneously remaining conscious of the value of all sources are highlighted. Conclusion NVivo 8 as a qualitative data analysis program is a challenging but valuable means for advancing the robustness of qualitative research. Implications for practice Pitfalls can be avoided during analysis by running queries as the analyst progresses from tree node to tree node rather than leaving it to a stage whereby data analysis is well advanced. [ABSTRACT FROM AUTHOR]

The recent economic crisis along with changing demographic trends has stimulated an increased interest in the value obtained from social care expenditure so as to ensure the sustainability of systems in the future. In Ireland, the Department of Health, further to a recent review of its disability services, commited to a new approach that will reshape and redesign its service provision. It specifically outlined a reorganisation of financing services, from a model of prospective block grant funding to a system of individualised budgeting based on an assessment of need. This paper examines the relationship between need, service utilisation and cost for high-cost users of adult intellectual disability residential services in an Irish county under the current model of block grant financing. The analysis reported is based on primary data collected from 68 high-cost users of adult intellectual disability residential services in an Irish county in 2013. Statistical analysis was performed to identify the relationship between need and cost, and also to examine the variations in the cost of support between the service provider organisations. Our analysis determined an association between need and cost, with poorer levels of psychological well-being related to higher costs. However, the study found no evident relationship between staff/client ratios, the numbers of staff engaged at the residential units and need. An examination of cost variations between the service provider organisations revealed that agency status; service unit size; client and staff characteristics all contributed to variations in the cost of care. This study supports the development of a national resource allocation framework as being fundamental to the equitable and transparent distribution of scarce resources, as recommended by the Department of Health in Ireland. [ABSTRACT FROM AUTHOR]

Aims: The aim of this paper is to propose a methodology for classifying prisons into distinct drug-use risk categories based on prisoners’ use of specified prescription and illegal drugs. The categories of prisons thus defined have particular relevance for the planning of drug-related interventions, education and services in Irish prisons. The methodology may be transferable to, and of value in, prison systems elsewhere.Methods: From the 14 prisons in Ireland, 824 randomly selected prisoners completed a self-administered questionnaire on lifetime, last year and last month use of specified prescription and non-prescription drugs. Questions were derived from the European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) and other sources. Oral fluid samples were collected for verification of recent drug use. The EMCDDA definition of “recent problematic drug use” was used inpost hochierarchical cluster analysis to define categories of prisons with similar drug-use patterns.Findings: Four categories of prisons, designated “low”, “medium”, “high” and “very high” drug use, were identified. While the prisons comprising each category were known, drug use patterns in individual prisons were not disclosed because of concerns about prisoner confidentiality in a small jurisdiction. The clusters identified were used to contextualise subsequent analyses of drug use, the availability and use of harm-reduction services and differential service requirements by prison category.Conclusions: The methodology described allows for identification of prison categories by drug-use patterns. With restrictions on disclosure of information by individual prison, it provides more valuable information than would derive from data on all prisons combined. [ABSTRACT FROM PUBLISHER]

Accessible summary What is known on the subject? The time of discharge from a mental health hospital can be challenging for mental health service users, with high rates of readmission in the immediate months following discharge., Although some research exists that explores service users' perspectives of being discharged, little evidence exists that explores the processes influencing or used by service users' to adapt to the transition from in-patient acute mental health service., What this papers adds to existing knowledge? The findings of this grounded theory study demonstrates the strategies service users used to managed their own, as well as their social audiences, preconceived expectations arising from their new identity as 'psychiatric patients' following their discharge from hospital., While there is a move to develop recovery-orientated mental health services, key indicators of recovery-oriented practices were often absent from service users' experiences of service provision., What are the implications for practice? Nurses and other mental health professionals need to recognize their contribution to the architecture of stigma that transcends the physical structures of hospital or ward and are entrenched within attitudes, interactions and practices., The findings of this study can provide guidance to those working with service users and help them to understand the complexities of their experiences when using mental health services, which go far beyond the management of their symptoms., Abstract Introduction Following a period of hospitalization, the transition to home can result in increased vulnerability and a source of stress for mental health service users. Readmission rates have been suggested as one indicator of the success of the transition from hospital to community care. Despite knowledge of some of the factors that impact on service users following discharge, no coherent model or theoretical framework could be located in the literature, which explains or aides an in-depth understanding of the transition from hospital to community for service users. Aim The aim of this study was to develop a grounded theory that explored service users' experiences of going home from hospital. Method This qualitative study used grounded theory, and a total of 35 interviews were conducted with 31 service users. Results The core category was 'Managing Preconceived Expectations', which had seven subcategories, describes how the participants were negatively perceived by themselves and others following their admission and discharge from hospital. Implications for Practice This theory presents the strategies that the participants used to manage this new identity. This theory demonstrates that although there has been a move to adopt recovery-orientated services, key indicators of recovery were often absent for service users being admitted and subsequently discharged. [ABSTRACT FROM AUTHOR]

Background The specific healthcare needs and concerns for older lesbian, gay, bisexual and transgender ( LGBT) persons have not been explored to any degree within Ireland. Aims and objectives The aim of this paper, which is part of a larger study, is to detail older LGBT persons' usage, experiences and concerns with accessing healthcare services, disclosing their LGBT identity to professionals, preferences for care and their suggestions for improvement in services, including nursing services. Design A mixed methods research design combining quantitative survey and qualitative interview approaches of equal significance was used. Methods 144 respondents completed an 84-item questionnaire concerning their use of healthcare services, experiences and needs. The qualitative phase involved in-depth interviews where 36 participants' experiences and concerns around health services were explored more in-depth. Quantitative data were analysed using descriptive statistics. Qualitative analysis employed the constant comparative process to generate the leading themes. Results Only one in three participants believed that healthcare professionals have sufficient knowledge of LGBT issues, and less than half (43%) felt respected as an LGBT person by healthcare professionals. Although 26% had chosen not to reveal their LGBT status for fear of a negative response, many positive encounters of coming out to healthcare professionals were relayed in the interviews. LGBT persons have specific concerns around residential care, particularly in relation to the perception that the Irish healthcare services emanate a heteronormative culture. Conclusions Irish healthcare services need to reflect on how they currently engage with older LGBT persons at both an organisational and practitioner level. Consideration needs to be given to the specific concerns of ageing LGBT persons, particularly in relation to long-term residential care. Implications for practice Healthcare practitioners need to be knowledgeable of, and sensitive to, LGBT issues. [ABSTRACT FROM AUTHOR]

The views and opinions of people who use mental health services are being increasingly acknowledged in relation to rights-based, socially-inclusive, and recovery-oriented care. However, little is known of the experiences of lesbian, gay, bisexual, and transgender ( LGBT) people in this respect. The aim of the present study was to explore the experiences and needs of LGBT people in relation to mental health services. The study was an exploratory design utilizing mixed methods. Both quantitative and qualitative data were collected using a survey instrument ( n = 125) and in-depth semistructured interviews ( n = 20) with a sample of people who had completed the survey. This paper will report on the findings from the interview data. The data were thematically analysed, and the main themes that emerged included accessing services, treatment choices, mental health service experiences, and other supports. The findings inform the discussion, and recommendations are made in terms of future mental health practice, education, and research. [ABSTRACT FROM AUTHOR]

Arising out of a decade of economic recession and austerity, Ireland is currently in the grip of a severe housing crisis marked by weak housing supply, rapidly rising house prices and rents and a dramatic increase in homelessness that is placing severe pressure on the State's emergency accommodation system. This article utilises data from a national homelessness services database (PASS system), which captures live information on service user interactions for all state funded NGO and local authority homeless services, to examine the patterns of emergency accommodation use by the homeless population in Dublin City. The paper applies a k-means cluster analysis to determine different subgroups of Dublin's homeless population (n = 12,734) and analyses their rate of movement through homeless services between the years 2012 and 2016. A temporary cluster (78%) experienced a small number of homeless episodes for relatively short periods of time, while an episodic cluster (10%) experienced multiple homeless episodes also for a short period of time. The chronic cluster (12%) experienced a small number of homeless episodes but with long stays in emergency shelter. Results for Ireland show patterns similar to those reported in the US, Canada and Denmark, where a small number of chronic users of homeless accommodation account for a disproportionately large share of resources (i.e. 50% of total bed nights). The findings have implications for the operation of emergency homeless accommodation in Ireland and, in particular, the targeting of interventions and the re-directing of resources away from emergency accommodation responses towards a more effective emergency accommodation system for all stakeholders. • Dublin has experienced a rapid increase in homelessness levels between 2012 and 2016. • Chronic users of homeless accommodation account for a disproportionately large share of resources. • Significant demographic variance observed between different sub-groups of homeless services users. • Opportunities exist for policy interventions to promote more effective utilisation of scarce emergency homelessness resources. [ABSTRACT FROM AUTHOR]

Background: Parkinson's Disease (PD) is a common neurological condition that often causes stiffness, tremor and slow movement. People living with PD are likely to encounter nursing students throughout their journey from pre-diagnosis to death. Despite this, there is a paucity of evidence about current practice in PD education amongst nursing students. The present study provides an evaluation of a co-designed Parkinson's Awareness audio podcast amongst nursing students in Northern Ireland. Methods: Following co-design of an audio podcast about PD, a mixed methods evaluation was carried out. 332 student nurses completed pre-/post-test questionnaires about their knowledge and perceptions of PD before and after listening to the audio podcast. Further to this, 35 student nurses participated in focus-group interviews six months following listening to explore how the podcast influenced practice. Results: Student nurses posted a mean score of 52% before listening to the audio podcast. This mean increased to 80% post-test. These findings were statistically significant (p < 0.001), demonstrating significant increases in PD awareness after listening. Findings from the focus groups suggested that the audio podcast improved empathy and practice towards people with PD. The findings also suggested that students perceived audio podcasts to be a good way to learn about PD. Conclusion: Provision of a co-designed audio podcast about PD has the potential to improve student nurse knowledge and practice related to PD as evidenced in this study. [ABSTRACT FROM AUTHOR]

We present a spatially hierarchical, hydrogeomorphological stream classification, based on data collected in Ireland and reflecting our hypothesis that local (site scale) stream physical habitat characteristics are related to the physical properties of the extended reach within which a site is located, and, in turn, to the physical character of the catchment. Using a top-down approach, data on catchment, reach and site-scale stream physical properties were collected for 42 Irish headwater streams. The summary catchment properties (rock type, topography, soil type and hydrology) were extracted from secondary sources. Reach-scale physical controls on stream hydrogeomorphology (planform, gradient, degree of confinement, bed material) were assembled mainly from secondary sources. Site-scale information on the stream physical habitat mosaic was collected by field survey. Data analysis identified six new 'River Types' for steep mountain streams that extend a pre-existing classification system developed for English streams and rivers. Five of the new types with sufficient replication were associated with 'indicator' habitats and characteristic habitat assemblages. The classification method is simple to apply and so it is suitable for operational use. We believe that it is applicable beyond Ireland and England to other areas of northern and western Europe with similar climate−landscape conditions. [ABSTRACT FROM AUTHOR]

Recent research has highlighted the importance of parental involvement in sexuality education, and studies of sexuality education sometimes take place through national sexual health surveys. This paper aims to identify key parental characteristics that predict parental involvement in sexuality education while also encouraging a debate on how this topic is optimally investigated. Data used in this study comprised a subset from a nationally representative cross-sectional telephone survey of adults (18–45 years) living in Ireland (N = 3002). Parents (21–45 years) of a child/children aged 6 years or older at the time of the study (n = 966) were included in analyses. Results using propensity score analysis found that parents who reported engaging in sexuality education with their children were more likely to be women, aged 36–45 years, and also were more likely to have a larger number of children. Advancing the field of sexuality education research could be facilitated by the application of survey method and the advanced statistical techniques used here. Furthermore, a stand-alone national survey assessing parental involvement in sexuality education would be a worthy contribution to this knowledge base. [ABSTRACT FROM PUBLISHER]

Background Internationally, 75% of all mental health problems emerge before the age of 25 years, and adolescence represents a critical period that strongly influences the course of these problems. To date, there is limited research on the mental health of young people aged 12-25 years in Ireland. The My World Survey ( MWS) national study provides data on risk and protective factors of mental health among 14 306 young people. The MWS was conducted in two phases: Phase 1 - MWS- Second Level ( MWS-SL) with adolescents aged 12-19 years, and Phase 2 - MWS- Post Second Level among young adults aged 17-25 years. Aim This article provides a comprehensive overview of the development of the MWS-SL study. Another aim is to identify key learning points when conducting research in the second-level school system. Methods The MWS-SL study was conducted with 6085 adolescents aged 12-19 years in 72 second-level schools. The MWS consists of standardized reliable and valid measures that have been used internationally to assess a range of risk and protective factors associated with adolescent mental health. Results Schools recruited for the MWS-SL study represented quite well the national distribution of second-level schools based on gender composition, disadvantaged/non-disadvantaged status and geographic location. Conclusions Key learning points when collecting survey data in schools include pilot testing of survey instruments; building relationships with key stakeholders to ensure buy-in for the study from schools; establishing rigorous data collection and processing protocols; and recognizing the value of online surveys. [ABSTRACT FROM AUTHOR]

The provision of high-quality education and training that is responsive, relevant, accessible and evidence based is critical if the vision for quality mental health services presented in recent policy initiatives in Ireland is to be fulfilled. This paper reports the findings related to pedagogical approaches and quality assurance mechanisms utilized within mental health education. The study involved canvassing all Higher Education Institutions in Ireland. A total of 227 courses in 31 educational institutes were identified and 149 questionnaires were returned from 129 Course Coordinators. Various quality processes were identified in existing programs; however, formal feedback from service providers, service users and carers was seldom reported. Ongoing evaluation and quality assurance strategies are a key element of governance and there is a need to develop strategies that explore the impact of education programs on mental health education and health outcomes. Recommendations are made in terms of future interprofessional mental health education and practice. [ABSTRACT FROM AUTHOR]

linden m. & kavanagh r. (2012) Attitudes of qualified vs. student mental health nurses towards an individual diagnosed with schizophrenia. Journal of Advanced Nursing 68(6), 1359-1368. Abstract Aim. This paper is the report of a study which sought to compare the attitudes held by student and qualified mental health nurses towards individuals with schizophrenia in the Republic of Ireland. Background. Media portrayals of individuals with schizophrenia often include images of aggression and violence. With global initiatives aimed at reducing the stigma and exclusion associated with mental illness, the attitudes of those who care for people with schizophrenia are of particular interest. Methods. A survey was administered to 66 student mental health nurses, and 121 qualified mental health nurses. Participants completed the community attitudes to mental illness scale and the social interaction scale in 2009. Multivariate analysis of variance was used to test for the effects of qualification, work setting, years of experience and education on the measures. Results. Nurses employed in a community setting held more positive attitudes, when compared with colleagues who worked in an inpatient setting, as measured by the community mental health ideology subscale, indicating their desire to promote community care for individuals with schizophrenia. Nurses working in an inpatient setting held more socially restrictive attitudes indicating that they felt individuals with schizophrenia were dangerous and should be avoided. These findings were statistically significant at the P < 0·05 level. Conclusions. Mental health nurses must be alerted to the fact that holding negative attitudes may adversely affect the therapeutic relationship and ultimately lead to stigmatization and its negative consequences. [ABSTRACT FROM AUTHOR]

Abstract: This paper describes a method for quantifying wind farm availability using two different approaches and comparing the results. Wind turbine suppliers regularly guarantee turbine availability in terms of time. A typical value of 97% is generally taken as the industry standard. This paper shows that this guarantee can potentially under-compensate the wind farm operator for losses sustained depending on when the period of non-availability occurs. Here we present an alternative method to quantify wind farm availability based on energy, which relates the energy losses in an Irish wind farm in 2007 to periods of turbine non-availability. It is shown in this analysis completed at this operational wind farm that while the technical non-availability as a percentage of time is 3%, the percentage of energy lost during downtimes is actually 11%. Based on the financial analysis above, the financial losses are significant. To answer the question should wind turbine availability be time or energy based, this paper shows that it can be advantageous for wind turbine owners to have energy-based calculations as long as the developers have sufficient monitoring of not only wind speed but also SCADA data. [Copyright &y& Elsevier]

Aim. This paper is a report of a descriptive study of nurses' and midwives' clinical leadership development needs. Background. Nurses and midwives are expected to fulfil a leadership role at all levels, yet efforts to strategically support them are often unfocused. An analysis of clinical leadership development needs can provide the foundation for leadership initiatives to support staff. Method. A mixed methods design was used. A questionnaire was sent to 911 nurses and midwives and 22 focus groups comprising 184 participants were conducted. Data were collected between March and June 2009 across all promotional grades of nurses and midwives in Ireland. Repeated measures ANOVA with Greenhouse-Geisser adjustment was used for post hoc pair wise comparisons of the subscale dimensions of clinical leadership. ANOVA with Tukey's post hoc method was used for comparison between grades on each individual subscale. Thematic analysis was undertaken on the focus group data. Results. Results reveal that needs related to development of the profession were the highest for all grades. The staff grade expressed a higher need in relation to 'managing clinical area', 'managing the patient care' and 'skills for clinical leadership' than managers. Qualitative analysis yielded five themes; (1) clinical leadership and leaders from a nursing and midwifery perspective; (2) quality service from a nursing and midwifery perspective; (3) clinical leaders' roles and functions; (4) capital and (5) competences for clinical leaders and leadership and the context of clinical leadership. Conclusion. Clinical leadership concerns quality, safety and effectiveness. Nurses and midwives are ideally placed to offer the clinical leadership that is required to ensure these patient care outcomes. Development initiatives must address the leader and leadership competencies to support staff. [ABSTRACT FROM AUTHOR]

Aims. This paper reports the findings of a national study of the variations in the provision and correlates of respite breaks to families. Background. Internationally, respite breaks are a major support service to family carers, demand for which often exceeds supply for persons with an intellectual disability. Hence, the length of breaks available to families has to be rationed. Nurses are often involved in such decisions. Method. National data on the use of respite breaks by over 4000 families in a full calendar year (2008) were analysed to examine the variation within the Republic of Ireland on two indicators: namely the proportion of carers who had any access to breaks and the median number of days they had received. Findings. Striking differences across health service areas were found on both indicators of usage. These were not solely attributable to the availability of provision but also reflected variations in the criteria local services used to allocate places. However, those persons with more severe disabilities were given priority, whereas carer characteristics were not a major influence. Contact with social workers and community nurses also increased the likelihood of carers receiving respite breaks. Conclusion. Intra-country comparisons of service delivery should assist planners in creating more equitable access to respite breaks and the development of more explicit eligibility criteria for their use. Nurses are well placed to lead on this. [ABSTRACT FROM AUTHOR]

Both domestically and internationally, retaining social workers in statutory child protection and welfare work has been identified as a problem. However, this issue appears to receive only modest attention from researchers. This paper reports on the findings of a study that examined the retention of ‘front line’ child protection and welfare social workers in one Health Service Executive area in the Republic of Ireland. A qualitative study was undertaken with forty-four social workers with experience of this work setting. Whilst familiar themes, such as organisational supports, social exchanges with peers, amongst others, were highlighted as important in social workers' decisions to stay or leave, a grounded analysis of the data highlighted the importance of a theme not previously presented in this research. In this study, participants made links between their understandings of career pathways for newly qualified social workers and what they perceived as the key role play by child protection and welfare in ‘proving’ or inducting newly qualified social workers and the likelihood of their retention in this sector. This analysis led to the construction of a career preference typology with three ‘types’ of social worker: ‘career preference’, ‘transients’ and ‘converts’. [ABSTRACT FROM PUBLISHER]

To evaluate the learning needs of patients post percutaneous coronary intervention from the perspective of both patients' and cardiac nurses'. Increasing numbers of patients with cardiovascular disease are managed using postpercutaneous transluminal coronary angioplasty. This paper presents findings of a study which explored the cardiac learning needs of these patients. Descriptive survey from one cardiac unit where approximately 30 post percutaneous coronary intervention were performed per month. Self-report data were provided by patients using an adaptation of the Nursing Information and Support scale for health-related quality of life informational needs. This scale includes physical, psychosocial, emotional and disease-specific dimensions. The questionnaire was also provided to cardiac nurses. Statistical tests applied were Spearman's Correlation and the Mann-Whitney U test. Patients ( n = 33) and nurses ( n = 13) completed the questionnaire. Disease-specific items, physical action, psychosocial and emotional information were the categories that patients found most important. Cardiac nurses perceived physical action as least important and focused more on psychosocial and emotional issues. Individual items revealed the patients particularly valued their interaction with the nurses. Patients appear to be more concerned with their immediate state and disease rather than their psychosocial or emotional state. Mean rankings within scales demonstrate the value patients place on the nurse-patient relationship and the time needed for this. Findings may be helpful to nurses who wish to addresses secondary prevention issues with patients' post percutaneous coronary intervention who experience short hospital stays. [ABSTRACT FROM AUTHOR]

Aim. This paper is a report of a study conducted to compare knowledge of hepatitis C virus infection amongst three groups of registered nurses working in primary care, to identify their current sources of information and access to educational resources. Background. Hepatitis C virus infection is a public health problem;no vaccine exists to prevent the disease. Previous studies identified limitations in nurses' knowledge of hepatitis C virus infection and the impact on care. Limited research has been conducted in primary care. Methods. A cross-sectional postal census survey of 981 nurses working in one Irish health board region was conducted March--June 2006. Questionnaires measured knowledge of hepatitis C virus infection. Data were collected on demographics, current working practices, information resources and previous education. Results. The response rate was 57.1% (n = 560). A minority (27.3% 145/531) of respondents agreed they were well informed about the virus. Almost 40% reported having contact with clients with the virus; however, information and service provision differed. Factors influencing higher knowledge included: contact with clients with hepatitis C virus infection (P < 0.0001), working in the addiction services (P < 0.0001), educated to degree level and above (P < 0.010) and previously attending education programmes (P < 0.0001). Only 21.5% (119/553) of respondents had attended any form of education on hepatitis C virus infection. Conclusion. Gaps in nurses. knowledge exist and can limit information and advice. Educational and information resources need to be developed for registered nurses working in primary care; care for clients with hepatitis C virus infection is not the sole remit of the addiction services. [ABSTRACT FROM AUTHOR]

The capacity value of wind power indicates the extent to which wind power contributes to the generation system adequacy of a power system. The related data requirements may be subject to difficulties due to the temporal variability and spatial distribution of wind power in connection with the limited databases currently available. This paper presents a methodology to identify the minimal amount of data required for reliable studies. Based on wind power data of 74 stations in Ireland, covering up to ten years, the effects of different numbers of stations and different time periods of data on the capacity value are analyzed. The calculations are performed by means of a fast calculation code. The results show that at least four to five years of data in an hourly resolution are necessary for reliable studies and that 40 to 50 evenly distributed stations give an acceptable representation of the total wind power generation in Ireland. [ABSTRACT FROM AUTHOR]