An evaluation of CPD learning and impact upon positive practice change.

This paper explores positive practice change in nursing and health care practice following continuing professional development (CPD). It is derived from a commissioned evaluation study within the United Kingdom (UK). Evaluation data was gathered using semi structured discussions with CPD participants, a convenience sample of line managers and University module leaders. Findings suggest that professional peer attitudes and support, when harnessed effectively in the practice setting, strongly enhance positive change. Conversely a lack of engagement with practice peers, a lack of strategic support and not knowing how to access support hinder change. The study found that learning need was often explored through personal development planning and appraisal, however there was little systematic follow up, review and support following learning. Interestingly the individual personal drive and enthusiasm of practitioners was perceived as the strongest factor helping practice change, while policy drivers and national health targets were secondary. Possible strategies to enhance positive practice change are explored.

Preparing for thesis and viva: some practicalities.

Presenting a thesis and then undertaking the viva is challenging even for the most experienced of researchers. This paper offers stylistic practicalities, reflects on thesis and viva preparation, and discusses the research regulations and submission requirements of higher education institutions (HEIs). Issues such as the use of the first person, how best to locate research in the professional setting, research regulations and codes of practice are discussed, along with some guiding principles to enable effective viva preparation. It is derived from experience as a doctoral student, supervisor and examiner, and focuses on questions most frequently asked by doctoral students.

Making research supervision work for you.

Doctoral students face a number of challenges during research. Guidance and support is provided through research supervision. However, an individual new to the process may find identifying an appropriate supervisor difficult and be unaware of strategies that can be employed to make the most out of the process. This paper outlines the characteristics of doctoral research supervision and the minimum standards required in the United Kingdom. I will present practical strategies gleaned from my experience as a student and doctoral supervisor, along with potential ethical issues relating to doctoral supervision. The intention is to enable doctoral students to have the confidence, knowledge and skills to enhance their supervision experience and increase the chance of doctoral success.

Professional doctorate supervision: exploring student and supervisor experiences.

This paper discusses research supervision within one professional doctorate programme; focusing on the processes and issues students and supervisors gave priority. An exploratory, descriptive approach was used to develop a pilot study. Data was collected from three sources. First student perceptions and experiences of supervision were obtained during a group workshop. Observations and field notes were gathered during this event. A second, similar event was undertaken with professional doctorate research supervisors. Finally a convenience sample of students and supervisors (two of each) participated in open ended one to one discussions regarding supervision. The discussions were tape recorded, transcribed and analysed, along with the workshop field notes and observations. There are implied differences between professional doctorates and the PhD relating to process, purpose and outcome [Yam, B., 2005. Professional doctorate and nursing practice. Nurse Education Today 25 (7), 564-572; Laing, S., 2000. Linking research to practice. Physiotherapy 86 (7), 371]. Given such implications professional doctorate research supervision could, or should, embrace critical engagement with issues related to the leadership of research in professional practice; moving beyond research and methodological issues. Indeed it had been presupposed such issues would emerge in this study. For example it had been anticipated that students would want a supervisor or adviser from within their practice setting, to provide insight and support in relation to leading research in practice and to complement the role of their research supervisor. Such complementary supervisory roles within the practice context are given credence in the literature [Kemp, S., 2004. Professional doctorates and doctoral education. International Journal of Organisational Behaviour 7 (4), 401-410]. However students preferred to utilise support networks within the professional doctorate itself to address professional issues.

Using group reflection in an action research study.

When group reflection was used in an action research study it was received positively and proved to be a valuable component of a study of a nurse-led unit in a community hospital, explains Nancy-Jane Lee.