Evaluating the impact of the supporting the advancement of research skills (STARS) programme on research knowledge, engagement and capacity-building in a health and social care organisation in England.

OBJECTIVES: To evaluate the impact a novel education programme - to improve research engagement, awareness, understanding and confidence - had on a diverse health and social care workforce. Barriers and facilitators to engagement were explored together with research capacity-building opportunities and ways to embed a research culture. The programme is entitled 'Supporting The Advancement of Research Skills' (STARS programme); the paper reports findings from a health and social care setting in England, UK. METHODS: A four-level outcome framework guided the approach to evaluation and was further informed by key principles of research capacity development and relevant theory. Quantitative data were collected from learners before and after engagement; these were analysed descriptively. Semi-structured online interviews were conducted with learners and analysed thematically. A purposive sample was achieved to include a diversity in age, gender, health and social care profession, and level of attendance (regular attendees, moderate attendees and non-attenders). RESULTS: The evaluation spanned 18 half-day workshops and 11 seminars delivered by expert educators. 165 (2% of total staff at Midlands Partnership University NHS Foundation Trust (MPFT)) staffs booked one or more education sessions; 128 (77%) including Allied Health Professionals (AHPs), psychologists, nursing and midwifery, and social workers attended one or more session. Key themes of engagement with teaching sessions, relevance and impact of training and promoting a research active environment were identified with relevant sub-themes. Positive impacts of training were described in terms of research confidence, intentions, career planning and application of research skills as a direct result of training. Lack of dedicated time for research engagement, work pressures and time commitments required for the programme were key barriers. Facilitators that facilitated engagement are also described. CONCLUSIONS: Findings demonstrate the impact that a free, virtual and high-quality research education programme had at individual and organisational levels. The programme is the product of a successful collaboration between health and social care and academic organisations; this provides a useful framework for others to adapt and adopt. Key barriers to attendance and engagement spoke to system-wide challenges that an education programme could not address in the short-term. Potential solutions are discussed in relation to protecting staff time, achieving management buy-in, recognising research champions, and having a clear communication strategy.

The development of nurse prescribing in mental health services: Outcomes from five national surveys 2004-2019.

AIM: This study aimed to explore data from national surveys of nurse prescribing in England's National Health Service mental health services. BACKGROUND: Nurse prescribing is increasing worldwide. Reports describing long-term developments after implementation are rare. METHODS: Five surveys were distributed to all mental health organisations between 2004 and 2019. RESULTS: Response rates increased from 54% (n = 45/83) in 2004 to 79% (n = 42/53) in 2019. The estimated proportion of mental health nurses who were prescribers increased to 4.3% by 2019. Distribution between clinical practice areas did not change significantly over time, with the largest numbers in community mental health teams. The proportion of nurse prescribers actively prescribing increased from 76.4% in 2014 to 87.8% in 2019. Independent prescribing became the predominant approach, with supplementary prescribing rarely used as the sole model within organisations. The scale of implementation varied markedly between organisations. CONCLUSIONS: Although nurse prescribing in mental health services has grown over time, growth has slowed and is variable at local level. IMPLICATIONS FOR NURSING MANAGEMENT: Organisations considering the introduction or growth of nurse prescribing should note the evidenced preference for an independent prescribing model to date and consider how to avoid unwarranted variation in nurse prescriber role distribution.

Innovations in Practice: group work with children who are in care or who are adopted: lessons learnt.

BACKGROUND: There is limited evidence on effective group interventions for looked-after and adopted children. A specialist Children and Adolescent Mental Health Service (CAMHS) developed and evaluated a group intervention based on Mentalisation-based therapy (MBT). METHOD: Data was collected through semi-structured interviews with all young people before and after the programme. Additional information was collected from the facilitators' reflective diaries. The study aimed to evaluate the impact and applicability of a Mentalisation-based group programme on looked-after and adopted children. RESULTS: Feedback from the young people indicated that the intervention had a positive impact on the young people. CONCLUSIONS: Having a chance to meet other young people in similar circumstances, sharing experiences and making connections were the greatest benefits gained from the group.