A Model For Collaborative Creation And Ownership Of Digital Products

This thesis presents Axone, a system that enables decentralized collaborative creation of digital products through interconnected digital content blocks. Axone provides the provenance of a digital product by storing its history since creation in an immutable Directed Acyclic Graph (DAG) data structure. This history comprises digital content blocks used in its creation, including how they referenced each other in the development of the final digital product. Through referencing, credit attribution is achieved and royalty fees due to the referenced content block are recorded and enforced. Content creators can concurrently work on a succeeding content block to produce various versions of unique digital products from the same original content block. Axone focuses on written work enabling different authors to contribute to a book (the digital product) in the form of chapters (digital content blocks), until its completion. Axone uses blockchain technology and web monetization to provide provenance for each chapter and to stream payments to authors

The use of reflective journals in the promotion of reflection and learning in post registration nursing students

Reflective journal writing has frequently been used in nursing and other health care fields as an educational strategy to promote reflection and learning. Although reflective journal writing is recognised as a valuable tool to promote students' learning, very little research has been undertaken to evaluate its use. The overall aim of this study is to examine the use of reflective journals in the promotion of reflection and learning in post-registration nursing students. In order to achieve that aim a qualitative descriptive case study design was utilised to examine four objectives. The first was to analyse reflective journals completed by students during a period of learning in order to determine the extent and level of reflection achieved. The second, to examine the use of reflective journals as an educational strategy for facilitating learning in the practice setting. Thirdly, there was the intention to examine the nature and content of guidelines given to students with regard to the use of a reflective journal, and fourthly, to examine the support given to students by preceptors in relation to completing a reflective journal during their practice experience. A purposive homogenous sample of eighty one part-time post-registration nursing students undertaking one of four modules, either as part of the Diploma in Professional Studies in Palliative Care Nursing or the Diploma in Breast Care Nursing during one semester constituted the total sample. Forty- two students agreed to participate in the research. Data were collected from reflective journals completed during one module and by interviews with fifteen students, two teachers and three preceptors. Forty-two journals were analysed to determine the extent and level of reflection using a model devised by Boud et al. [1985] and adapted by Wong et al. [1995]. A model devised by Mezirow [1990] was used to identify the non-reflectors, reflectors, and critical reflectors. The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking. Allocating students to the three categories of non-reflector, reflector and critical reflector was possible. However, identifying textual elements within the journals and allocating them to the finer levels of reflection was more difficult and less reliable. Evidence suggests overall that journals are a useful tool for promoting reflection and learning. However, some students appear to benefit more from journals than others. Approximately two thirds of the respondents were able to demonstrate varying levels of reflection and were classified as either reflectors or critical reflectors. The remaining one third of the respondents were unable to demonstrate any levels of reflection. Overall respondents expressed positive views, regarding the use of reflective journals. However, a small number found writing challenging and some questioned their use. Some respondents preferred to talk about their reflections rather than write them in a journal. The importance of receiving clear guidance on the purpose of journal writing from teachers, and the need for non-judgemental feedback were highlighted as important factors in promoting the effective use of journals. Some concern was expressed regarding the disclosure of confidential information, and also who would have access to journals when used for assessment purposes. The issue of the time required for reflection and writing a journal was a major concern for some respondents. Students valued the role of preceptors in supporting their journal writing during the practice experience. Preceptors considered that the preparation they received for their role was adequate. However, they did request debriefing sessions following their support of students who had experienced difficult situations. This study has presented further evidence that overall, reflective journals may be used as a tool to promote reflection and learning in post-registration nursing students.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Nursing spiritually: What do we know? How do we know?

The Chief Nursing Officers Review (2006) recommended mental health nurses act in response to the spiritual and/ or religious needs of service users. However, this aspect of care is still approached with uncertainty by many nurses, who are reluctant to engage with it despite professional requirements to provide holistic care. Nurses may fear imposing their own view, or intruding on the privacy of a person who is already vulnerable. Nurses may additionally be unaware of their own spiritual needs and be consequently unprepared to recognise them in others (Elliott, 2011). This presentation presents initial findings from on-going research undertaken as part of a Professional Doctorate. The study uses a qualitative phenomenological approach to explore mental health nurses’ understanding of the spiritual needs of service users. Interviews were undertaken with 17 qualified mental health nurses currently in clinical practice and included a range of ages, gender and clinical experience. Data were analysed thematically using Template Analysis (e.g. Brooks et al, 2015). Some of the main themes emerging from the on-going study include differing belief systems (including the supernatural), professional responsibilities, cognitive dissonance and professionals’ own differing perspectives from service users. Mental health nurses may be influenced by fear of ridicule from colleagues. Whilst they may privately empathise with a service user’s spiritual needs, they are more likely to record any potential spiritual expression as delusional. This may result in a negative outcome for the service user (e.g. an increase in medication). A primary aim of this work is to consider how mental health nurses might be supported to identify and address spiritual needs and improve the service user experience. Potential outputs include the development of an assessment tool and educational programmes for mental health nurses

Self-reflection and academic performance: is there a relationship?

The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationship

Tokenism or true partnership: parental involvement in a child's acute pain care. Findings

Introduction: Family- centred care (FCC) is widely acknowledged as underpinning children’s nursing. Delivering FCC requires nurses to advocate for family involvement, particularly in areas where evidence suggest the child’s needs are not being met, such as pain care. Aim: To explore parental involvement in their child’s acute pain care. Methods: A qualitative ethnographical approach was adopted, with non-participant observation and follow up interviews. The framework approach underpinned data analysis. Results: Partnership between nurses and parents is not overtly evident in relation to pain care. Involvement is often “unspoken”, indicating that neither the nurse nor parent are clear about the extent to which parents can, or are, involved in care. Discussion: Parents want greater involvement in their child’s pain care and often initiate involvement by advocating for their child, with or without support from nurses. Conclusions: The “Pillars of Partnership in Pain Care” model offers an alternative approach to involving parents

The use of reflective journals in the promotion of reflection and learning in post registration nursing students

Reflective journal writing has frequently been used in nursing and other health care fields as an educational strategy to promote reflection and learning. Although reflective journal writing is recognised as a valuable tool to promote students' learning, very little research has been undertaken to evaluate its use. The overall aim of this study is to examine the use of reflective journals in the promotion of reflection and learning in post-registration nursing students. In order to achieve that aim a qualitative descriptive case study design was utilised to examine four objectives. The first was to analyse reflective journals completed by students during a period of learning in order to determine the extent and level of reflection achieved. The second, to examine the use of reflective journals as an educational strategy for facilitating learning in the practice setting. Thirdly, there was the intention to examine the nature and content of guidelines given to students with regard to the use of a reflective journal, and fourthly, to examine the support given to students by preceptors in relation to completing a reflective journal during their practice experience. A purposive homogenous sample of eighty one part-time post-registration nursing students undertaking one of four modules, either as part of the Diploma in Professional Studies in Palliative Care Nursing or the Diploma in Breast Care Nursing during one semester constituted the total sample. Forty- two students agreed to participate in the research. Data were collected from reflective journals completed during one module and by interviews with fifteen students, two teachers and three preceptors. Forty-two journals were analysed to determine the extent and level of reflection using a model devised by Boud et al. [1985] and adapted by Wong et al. [1995]. A model devised by Mezirow [1990] was used to identify the non-reflectors, reflectors, and critical reflectors. The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking. Allocating students to the three categories of non-reflector, reflector and critical reflector was possible. However, identifying textual elements within the journals and allocating them to the finer levels of reflection was more difficult and less reliable. Evidence suggests overall that journals are a useful tool for promoting reflection and learning. However, some students appear to benefit more from journals than others. Approximately two thirds of the respondents were able to demonstrate varying levels of reflection and were classified as either reflectors or critical reflectors. The remaining one third of the respondents were unable to demonstrate any levels of reflection. Overall respondents expressed positive views, regarding the use of reflective journals. However, a small number found writing challenging and some questioned their use. Some respondents preferred to talk about their reflections rather than write them in a journal. The importance of receiving clear guidance on the purpose of journal writing from teachers, and the need for non-judgemental feedback were highlighted as important factors in promoting the effective use of journals. Some concern was expressed regarding the disclosure of confidential information, and also who would have access to journals when used for assessment purposes. The issue of the time required for reflection and writing a journal was a major concern for some respondents. Students valued the role of preceptors in supporting their journal writing during the practice experience. Preceptors considered that the preparation they received for their role was adequate. However, they did request debriefing sessions following their support of students who had experienced difficult situations. This study has presented further evidence that overall, reflective journals may be used as a tool to promote reflection and learning in post-registration nursing students