Faculty of Medical and Human Sciences. The School of Nursing, Midwifery and Social Work

Transcription

1 Faculty of Medical and Human Sciences The School of Nursing, Midwifery and Social Work Prospectus/Strategy Document 2014

2 Contents Foreword 2 Dean s Introduction 3 Faculty of Medical and Human Sciences Structure 4 The University and Faculty 5 The School of Nursing, Midwifery and Social Work 6 Introduction 7 Staffing and Structure 8 Strategy, Aims and Objectives 10 Priority 1: Excellence in Research 10 Research Achievements 11 Research Mission, Aims and Objectives 12 Research Structure Groups and Programmes 13 School Research Strategic Goals and KPIs 23 Key Papers 24 Priority 2: Excellence in Education and Learning 30 Areas of Excellence in Education 32 Our Goals 33 Education Innovation and Evaluation Unit 36 Priority 3: Social Responsibility 38 Current Strengths and Good Practice 38 Strategic Goals 40 Challenges and Future Developments 41 2 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

3 Foreword Dean s introduction I am proud to introduce myself as the Head of the School of Nursing, Midwifery and Social Work (SNMSW). The School is part of the Faculty of Medical and Human Sciences (FMHS) and is therefore part of an interdisciplinary environment. Our learning facilities both within the Jean McFarlane Building and more widely in the University - such as the new Alan Gilbert Learning Commons - are first class. Our overall mission is to be the leading research school in our disciplines, to produce the next cadre of leaders in nursing, midwifery and social work and to encourage innovative research-based practice. The School has distinguished traditions of firsts. It was the first School to award a degree in nursing, and the first School to have a Professor of Nursing. It also has the largest concentration of high quality research-active staff in nursing in the UK, which means that students are taught by academic experts and leaders in their respective fields. We are extremely proud of our research, particularly in terms of its impact on policy and practice. The School works closely with the NHS and social care partners. All undergraduate student nurses and midwives spend 50% of their time in clinical work supervised by experienced practitioners. Manchester provides early exposure to clinical practice and highly values the input of our partners in the NHS, private and voluntary sectors. Our nursing brand has recently expanded globally with the introduction of the BSc (Hons) Nursing Practice in Singapore, aimed at providing the next generation of leaders with skills to transform clinical nursing and promote evidence-based practice in Singapore. We offer a range of postgraduate programmes to home and international students. We provide part-time study options, which makes it easier to study whilst working. We offer a high quality NIHR-funded Masters in Research in Health and Social Care, and in Clinical Research. These programmes are ideal for those who wish to advance practice through research. We also have a cutting edge MA in Social Work, one of the largest cohorts of taught postgraduates in the Faculty, which leads to a professional qualification. In Manchester, students are our partners and we celebrate their achievements, both academically and in extra-curricular activities, such as the volunteering work associated with the Manchester Leadership Programme. Students are our ambassadors; our graduates have excellent employment prospects and are sought after by employers. Many of our alumni are in leadership positions in the NHS and Social Care organisations and academia, in this country and beyond. In the following pages, it is my privilege to set before you the School s ambitions and targets. I am optimistic that our plans will ensure that the School remains at the forefront of research, education and social responsibility in our subject areas. Karen Luker Head of School of Nursing, Midwifery and Social Work I am delighted to introduce the 2014 prospectus for the School of Nursing, Midwifery and Social Work in the Faculty of Medical and Human Sciences at The University of Manchester. Our Faculty has now implemented a new strategy and structure which is intended to transform our contribution to research and education in medicine, nursing and health. We aim to build on the reputation of Manchester as a world leading centre for biomedical sciences and their clinical application. The Faculty and the School of Nursing, Midwifery and Social Work are committed to achieving excellence through an ethos of collegiate and collaborative working involving all of our Faculty Schools and Institutes and the highest quality interactions with other University of Manchester Faculties, our NHS partners via MAHSC (Manchester Academic Health Science Centre) and our broader higher education and NHS partners in the new GM- AHSN (Greater Manchester Academic Health Science Network). Importantly the School of Nursing, Midwifery and Social Work is part of a matrix structure (Figure 1) which is deliberately designed to break down barriers and encourage cross cutting interactions with staff in other Schools and Institutes. Staff are encouraged to affiliate to other Faculty structures and a high level of interaction is being achieved as illustrated in Figure 2. This type of cross linking is crucial to achieving the full benefits for education and research of our unusual breadth of health disciplines. This document provides an overview of the School in 2014 and is work in progress. In the near future the School will host a visit by an international external advisory panel to help guide further developments. The School already has a set of truly outstanding achievements and excellent staff but we have a lot more to do to achieve our ambitious objectives. I am grateful to all of the academic and support staff in the School for their contribution to the success to date and further plans. Ian Jacobs Dean, Faculty of Medical and Human Sciences Vice President, The University of Manchester Director of Manchester Academic Health Science Centre Professor of Cancer and Women s Health 2 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

4 Faculty of Medical and Human Sciences Structure The University and Faculty Matrix of six Faculty Institutes and five Faculty Schools intended to facilitate cross cutting interactions FACULTY INSTITITES Population Health Cancer Sciences Cardiovascular Sciences Inflammation & Repair Human Development Brain, Behaviour & Mental Health Manchester Medical School PROFESSIONAL SCHOOLS Nursing, Midwifery & Social Work Manchester Pharmacy School Dentistry Psychological Sciences Figure 1 Faculty Structure matrix of six Faculty Institutes and fivefaculty Schools intended to facilitate cross-cutting interactions. Our Academic and Support staff in the Faculty of Medical and Human Sciences (FMHS) number over 2,000 and work to deliver three core priorities: Development and delivery of the highest quality education and training for health professionals and scientists. Conducting outstanding, world leading research in the biomedical and health sciences Social Responsibility to make a contribution to the greater good. Our University has a tradition of world-leading innovation which has led to a stepwise improvement in the health, wealth and wellbeing of populations across the world since the industrial revolution. Sitting at the heart of the City of Manchester, which is a global hub, excelling in arts, music, sport and commerce, the University is a beacon for research and education with a deep commitment to the economic transformation of Manchester and the North West of England. Tracing its origins back to John Dalton s Mechanic s Institute and John Owen s philanthropic desire to educate the local population, The University of Manchester was England s first civic and now its largest campus-based university. No fewer than 25 Nobel Laureates have worked at the University and since the merger of the Victoria University of Manchester with UMIST in 2004 we have delivered in excess of 1,600 invention disclosures and formed 17 new companies attracting 117 million in third party benefit, demonstrating a formidable track record of commercialisation. Each year we train over 400 doctors, 90 dentists, 150 pharmacists and 900 nurses, midwives and allied health professional staff. We are the largest supplier of healthcare graduates to the NHS within the North West of England but many of our graduates go on to deliver healthcare provision and scholarship in developed and developing health systems across the globe. Through the use of cutting edge technology, the highest quality workplace-learning environments and a highly trained educational faculty, we strive to deliver a personalised learning experience to each of our students so that they develop a real sense of identity and belonging to a world-class university. This in turn fully prepares them for life after graduation making the Manchester-made graduate the first choice for healthcare employers. Our extensive postgraduate and continuing professional development programmes are hosted by our new Faculty Graduate School providing support and training to postgraduates undertaking a diverse range of study from short term professionally linked programmes through to research training in multidisciplinary areas. We believe that we are a complete resource for lifelong healthcare learning. The scale, breadth and structure of our Faculty provide outstanding opportunities for basic biomedical research discoveries to be rapidly translated into effective new therapies with a strong emphasis on knowledge transfer and partnerships with industry. Our new matrix structure is designed to enhance opportunities for novel and multidisciplinary research (diagram). The matrix involves five schools (Medicine, Dentistry, Pharmacy, Psychological Sciences and Nursing, Midwifery & Social Work) and six research institutes (Cancer Sciences, Cardiovascular Sciences, Population Health, Brain, Behaviour & Mental Health, Human Development, Inflammation & Repair) with an emphasis on affiliation across these structures. The leadership team for each of the Institutes involves clinicians, basic scientists and healthcare researchers from both our own Faculty and our sister Faculty of Life Sciences. Our academics have the benefit of access to the large, stable population in the North West providing unique opportunities to study and address most causes of disease and deprivation. The opportunities are further enhanced by strong links to our partner Faculties (Humanities, Engineering, Physical Sciences, and Life Sciences) and the NHS through the Manchester Academic Health Science Centre (MAHSC). These partnerships facilitate rapid translation into practice and targeted biomedical, technological and psychosocial research based on clinical need. In addition to our research and education activity, the Faculty is committed to make a major contribution to the greater good for society by contributing to solutions of the major challenges of the 21st century and the social and economic success of our local, national and global communities. We will ensure that social responsibility is embedded within all of our education and research activities, ensuring the highest ethical standards of professional practice from our staff and students. We are committed to equality and diversity in all our activities and to building on successful programmes such as the Manchester Access Programme which targets talented students from underrepresented backgrounds and a wide ranging global health programme which will help deliver sustainable capacity building within the health systems of developing economies. Whether you are a visitor or a prospective student, staff member or collaborator, we hope that you will be engaged by the enthusiasm and vibrancy of our students and staff, our commitment to improving health and quality of life and the diversity of opportunity in research, and education that our Faculty has to offer. 4 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

5 The School of Nursing, Midwifery and Social Work Our vision is to be world leading in nursing, midwifery and social care research, to be recognised as the lead provider for nursing, midwifery and social work education in the UK with a global educational outreach and to be the preferred location nationally and internationally for postgraduate education in our field. Introduction The University of Manchester has a well-established history of providing excellent nursing, midwifery and social work education and innovative research. It offered the first nursing degree in England (1969) and was first to appoint a Professor of Nursing, Baroness Jean McFarlane of Llandaff (1973). In 1996 the School brought together the strengths of this leading academic department of nursing and the Manchester College of Nursing and Midwifery with its extensive experience of provision of NHS based education. Social work joined the School as part of the merger of institutions in 2004 that resulted in the formation of today s School of Nursing, Midwifery and Social Work. We offer a pre-qualifying Bachelor s degree with honours in nursing in three fields (adult, mental health and child) and in midwifery. Pre-registration nursing and midwifery courses are approved by the Nursing and Midwifery Council (NMC), the UK regulator for these professions. Successful students register with the NMC which allows them to practice in a wide variety of health care settings, both in the UK and globally. We also offer post-registration degree programmes undertaken through flexible and part-time routes suitable for qualified nurses and midwives to top up their diploma studies to degree level). In addition, since 2011, the School has offered a BSc (Hons) Nursing Practice, which is a two-year full-time top up degree for diploma-prepared nurses in Singapore. Our postgraduate courses include the pre-qualifying MA Social Work (the largest taught postgraduate provision in the School) which has achieved endorsed status from The College of Social Work. We also offer a range of post-qualifying taught postgraduate courses for nurses in Clinical Research (MClinRes/ PgDClinRes/ PgCClinRes) and Health and Social Care (MResHSC/ PgD ResHSC/PgCResHSC). The School also provides pathways within the MSc Advanced Practice Interventions for Mental Health (APIMH) in: Psychosocial Interventions for Psychosis; Primary Mental Health Care; and Dementia Care. In addition, the School offers research degrees (MPhil and PhD) in nursing, midwifery and social work. The quality of our courses is extremely high and has been consistently highly commended in recent external reviews. The School was the top-rated institution for nursing and midwifery research in the UK RAE 2008 with 85% of research being classed as world leading or world class. Our social work research also has a good reputation with nearly half of the research outputs rated as world leading or world class. 6 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

6 Staffing and Structure As at 1st January 2014, the School staff comprised 16 Professors, 1 Reader, 22 Senior Lecturers, 67 Lecturers and 7 Clinical Teaching Fellows. Many staff are part time (24.4%); some are jointly appointed with the NHS. There are 46 Professional Support Staff (PSS). The School is managed by the Head of School, supported by a Policy and Planning Team (PPT), which meets quarterly, with representation of all major areas of activity on the committee. The membership of PPT includes the Divisional Leads, who are line managers for the teaching divisions. The Directors of Research and Education, key PSS staff and other staff in leadership roles sit on the committee. In addition, The School s Management Executive Team (MET) meets fortnightly. The MET deals with day to day operational issues and consists of the PPT members, except the School Board Chair, the BNurs (Hons) Programme Director and the Lead Midwife for Education. The School s Policy and Planning Team (PPT) The membership of the PPT comprises: Professor Karen Luker (Chair), Head of School Professor Karina Lovell, Director of Research Professor Heather Waterman, Director of Postgraduate Education Professor Phil Keeley, Director of Undergraduate Education Professor Nicky Cullum, Undergraduate Division 1 (Adult) Professor Peter Callery, Undergraduate Division 2 (Child, Mental Health and Midwifery) Dr Geraldine Lyte, Programme Director, B.Nurs (Hons) Dr Christine Furber, Lead Midwife for Education Alison Busby, Chair of School Board Cameron Scouler, Head of Administration School Organisational Structure Undergraduate Division Head of School Professor Karen Luker Postgraduate Division Research Directorate Academic Support Division (PSS) UG1 (Adult) Divisional Leader Professor Nicky Cullum UG 2 (Child, Mental Health, Midwifery Divisional Leader Professor Peter Callery Director of UG Education Professor Philip Keeley PG Divisional Leader Professor Alys Young Director of PG Education Professor Heather Waterman Director of Research Professor Karina Lovell Head of Administration Cameron Scouler The School is mainly located within the Jean McFarlane Building, having relocated there from three major sites in December The building is shared with the Institutes of Population Health and Brain Behaviour and Mental Health, although the School occupies the majority of the space. The Personal Social Services Research Unit (PSSRU), which joined the School in August 2012, is located in the Dover Street Building, but due to planned refurbishment it is unclear where the unit will be housed in the future. The great opportunity of this move was to consolidate on one site and improve opportunities for academic synergies. The Jean McFarlane Building consists mainly of staff offices, a number of small teaching rooms, two Clinical Skills Labs (primarily used by Nursing and Midwifery undergraduates for mandatory training such as Basic Life Support and Moving and Handling), as well as six Interpersonal Skills Labs, the latter used mainly for postgraduate programmes. After initial issues with the infrastructure of the building, it largely works well for the School. There have been on-going issues with thermal comfort on the ground floor which affects a large number of PSS staff, but work is underway to resolve these issues. The School s greatest challenge with space remains teaching accommodation for the large undergraduate cohorts. The School recognises that the lack of large teaching spaces is a University wide problem, and that issue has been escalated to appropriate senior colleagues, but the School continues to feel hampered in its attempts to improve the student experience in this area. Available space also impacts on the clinical skills and simulation teaching we are able to deliver and the School is currently investigating ways of making greater capacity and resource available in this important area 8 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

7 Priority 1 Priority 1 Strategy, Aims and Objectives Our strategic focus In setting our strategic focus, we align ourselves fully with the three priorities of the University 2020 Vision and the Faculty Five Year Strategic Plan. These three priorities are: Excellence in research World leading education and learning Social responsibility a contribution to the greater good Priority 1: Excellence in Research External assessment of research is essential to benchmark performance in what is a very competitive area. In the UK research is nationally evaluated by a quinquennial review organised by the Higher Education Funding Council for England. The last review (RAE) was in 2008, the next review (REF) will report at the end of Under the leadership of the then Director of Research, Professor Chris Todd, the School made two submissions to RAE2008: Nursing and Midwifery UoA11 (with individuals from Rehabilitation Science from other parts of Faculty). Social Work UoA40 (with Personal Social Services Research Unit and Psychiatric Social Work). There were 36 Nursing and Midwifery submissions (8 Russell Group). Our submission was made up of a headcount of 63 individuals (57.9 FTE) - by far the biggest return in the UK. The Nursing and Midwifery submission was unequivocally the highest scoring UoA11in the country with 85% scoring world leading or internationally excellent. There were 68 Social Work submissions and our submission comprised 13 FTEs, slightly smaller than the mean for the country (18.3FTEs). The submission scored 45% world leading or internationally excellent, placing Manchester mid-range in the total of all returns. In 2009, Professor Todd formed a Directorate of Research to provide improved research infrastructure and to support development of research careers for contract funded staff. This provides a focus for research in the School, which supports our current and future research endeavours and aspirations. Our research strategy has been determined by the School Research Committee and senior management team in consultation with academic staff and external advisors. The Research Committee will work to align School strategy with research across FMHS, the University, MAHSC, local NHS Trusts, and Social Care Providers, with the aim of fully integrating research in the School into the FMHS structure. Research Achievements The School has seen impressive improvement in its research performance over recent years. Research income has more than doubled. Over the period 2001 to 2007 our research grant spend was 7.1 million (or 1 million per annum). Over the five years 2008 to 2013 our grant spend was 16.5 million ( 3.3 million per annum). This increase will continue into the future as there has also been considerable increase in the grant award figures (money yet to be spent on research over the coming years). From 2001 to 2007 we were awarded 11.8 million in grants, which tripled for the period from 2008 to 2013 to 33.2 million. In addition our staff are principal investigators or co-investigators on NIHR projects valued in excess of 20 million in NHS Trusts. This competitively awarded funding comes from UK research funders, MRC, NIHR, and AMRC charities and the EU. We have made major contributions to our disciplines since 2008 including the following: Policy and public health We revealed significant barriers to returning to work amongst cancer survivors because of attitudes of employers and health care professionals. We identified shortcomings of personal budgets as direct payment approach for older people. Clinical practice We demonstrated that during oral Capecitabine treatment for colo-rectal or breast cancer, a symptom based, nurse led home care intervention programme is more effective than normal care. We demonstrated that at 36 months there is no difference in outcomes between stable angina patients receiving optimal medical therapy and percutaneous coronary intervention, and those receiving optimal medical therapy alone, a finding that challenges the way patients are managed. We developed and demonstrated efficacy, acceptability and cost-effectiveness of lay-led approach to asthma self-management education. We extended understanding of potentially harmful skin care practices and identified practices that can safely be used providing the strongest evidence to date of the impact of topical applications on babies skin and the predisposition to subsequent atopic dermatitis. We demonstrated that the telephone can overcome many of the social, physical and economic barriers which prevent access to mental health services and that remotely delivered psychological therapy is effective. We demonstrated the clinical and cost effectiveness of cognitive behaviour therapy delivered by telephone for people with chronic pain and found consumers find the telephone acceptable as a means of receiving psychological interventions. Methodology We developed methods for palliative care and end of life research and developed a prognostic tool for cancer. We developed a new approach to qualitative research, centre stage diagramming, a collaborative and co-constructivist approach to methodological inquiry. Our research is published in the highest impact academic journals within our specialist fields and has contributed to policy and practice changes in the UK and across the world. We are currently the only School of Nursing, Midwifery and Social Work which has two Fellows of the UK Academy of Medical Sciences and three National Institute of Health Research Senior Investigators on its staff, both distinctions that are based on research excellence and reputation. Two of our staff members have been honoured in Her Majesty s Honours list and awarded DBEs - Professor Dame Tina Lavender and Professor Dame Nicky Cullum - for their contribution to health services research, nursing and midwifery. Professor Karina Lovell Professor of Mental Health Nursing and Director of Research 10 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

8 Priority 1 Priority 1 Research Mission, Aims and Objectives Mission: The central mission of our research endeavour is to improve health and social care for the users of services and the population, not only of the UK but beyond, so that people will be able to live healthier, more fulfilling, longer and better lives as the 21st century progresses. We are driven by a central belief that high quality research can and should impact on the lives of the population and that we can help change lives for the better, by conducting outstanding research and facilitating the translation of knowledge and expertise into provision of excellent services. Aims and objectives: Our aim is to be a world leader in multidisciplinary and interdisciplinary research aimed at improving health and social care delivery by our constituent professional groups, primarily, but not exclusively, nurses, midwives and social workers. We believe in nurturing research from the first exposure to research techniques in our undergraduate programmes, through our Masters and PhD programmes and beyond. Over recent years we have placed particular emphasis on developing postdoctoral researchers to become the leaders of tomorrow, but clearly aim to provide a supportive environment for all research active staff to develop their careers. Our research is focused in a number of identified areas of strength and these are reflected in the objectives of the groups and programmes described in the following pages. Figure 1 Mental Health Care J Baker Developing and Evaluating Complex Interventions K Lovell Dementia, Ageing and Research Theme (DART) J Keady Cancer, Supportive and Palliative Care G Grande Complex Symptoms, Aftercare and Survivorship A Molassiotis Palliative Home Care G Grande Methodology C Todd Research Directorate Director of Research K Lovell Long Term Conditions and Self Care S Tyson Child & Young People s Long-term Conditions and Self Care P Callery School Research Structure Figure 1 below presents the School s research structure. All of the groups are multidisciplinary in nature, with staff backgrounds including nursing, midwifery, occupational therapy, physiotherapy, clinical and health psychology, dietetics, public health, social sciences and statistics, health sciences, as well as lived experience of illness. School academic staff are associate members of all of the Faculty Institutes and work with the other health schools in the Faculty, reflecting their broad interdisciplinary interests and the methodological specialism they can bring to research across many health conditions. Social Care and Population Health T Lavender Active Ageing C Todd History of Health and Social Care C Hallett Midwifery and Women s Health T Lavender Social Research and Deaf People (SORD) A Young The Personal Social Services Research Unit (PSSRU) D Challis Research Structure Groups and Programmes Mental Health Research Group The Mental Health Research Group, led by Dr John Baker, provides a vibrant, active and supportive environment, committed to enhancing a synergistic relationship between mental health research, education, policy and practice. The group benefits from significant multi-professional and user collaborations both nationally and internationally. The Mental Health Research Group s overall aim is to undertake and disseminate high-quality interdisciplinary mental health research that both influences and is responsive to contemporary mental health policy, practice and education. The Group comprises researchers, practitioners and educators embedded in mental health services. The group has a wide network of collaborative links with the NHS, third sector organisations and other Universities, both nationally and internationally, and strong links within the University, particularly the Institute of Population Health and the Institute of Brain, Behaviour and Mental Health. The Mental Health Research Group has two programmes of research: (i) Developing and evaluating complex interventions and (ii) Dementia and Ageing Research Theme (DART). Developing and evaluating complex interventions Led by Professor Karina Lovell, NIHR senior investigator, this programme focuses on developing, delivering, evaluating and implementing innovative and accessible psychological interventions for mental (and physical) health problems. The team is committed to increasing access to services for people with mental health problems and is at the cutting edge of the national policy agenda to increase access to psychological therapies (IAPT) in primary care. Dr John Baker Research Group Lead for Mental Health This programme has significant external grant funding from NIHR and US NIMH. Major projects include the OCTET study and a programme grant from NIHR (EQUIP Programme). The team have made significant contributions to a) developing, delivering and evaluating the use of Guided Self Help for common mental health problems; b) determining the acceptability of interventions from the perspective of deliverers and receivers; c) the use of remote methods such as the telephone and computerised cognitive behaviour therapy to diagnose psychological problems; d) developing healthy living interventions for people with psychosis; e) developing psychological interventions for people with long term conditions, including Chronic Widespread Pain, IBS, Cardiovascular Disease, Diabetes and COPD; f) involving users and carers in care planning in Mental Health settings. Dementia and Ageing Research Theme/Team (DART) Led by Professor John Keady, this work places people with dementia and their families at the heart of the research act and the team work in a collaborative, relationship-centred way with all stakeholders. In recent years, DART have had a portfolio of projects funded by NIHR, ESRC, GMHIEC, NHS and other charities, looking at areas such as reminiscence therapy, counselling and psychotherapy and the development, piloting and testing of training materials in the acute care sector across the Manchester and Greater Manchester footprint. Future Directions: Over the next five years we will: Extend our collaborations with industry and e-health to develop enhanced technological solutions to delivering psychological interventions. Determine the impact of user and carer involvement in care planning in mental health settings. Further develop our work in developing and evaluating psychological interventions with common mental health problems. Be national leaders in developing and delivering research methods courses for users and carers of mental health services. Integrate the user research agenda within DART and extend this across The University of Manchester. Develop the dementia friendly communities agenda. Develop work on creative arts in dementia with links to theatre and museum studies. 12 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

9 Priority 1 Priority 1 Supportive and Palliative Care Group (SUPAC) The Supportive and Palliative Care Group (SUPAC), led by Professor Gunn Grande, was recognised in the National Cancer Research Institute (NCRI) review of Supportive and Palliative Care as amongst the strongest palliative care research programmes in the UK. SUPAC has attracted funding from NIHR, MRC, Macmillan, Breast Cancer Campaign, Dimbleby Cancer Care and other major charities. SUPAC played a leading role in the NCRI Cancer Experiences Collaborative (CECo), especially in the areas of symptom management, cancer and old age, and research methods, as well as leading on developing research capacity nationally. SUPAC has close links with NHS and hospices nationally and within the University with the Institutes of Cancer Sciences and Population Health and Manchester Business School. The group aims to: Undertake internationally excellent research to improve the quality of life, physical and psychological wellbeing and support for patients and family carers particularly in relation to: o Supporting successful care at home o Timely and equitable access to palliative care and treatment of life threatening diseases, including cancer o Self-management of symptoms and maintenance of psychological wellbeing Provide an evidence base to support health professionals to deliver better quality, patient- and carer-centred care Improve research methods suitable for the challenges of supportive and palliative care research. SUPAC has been at the forefront of the development of research methods suitable for the challenges of palliative care research. SUPAC co-led, with the Cicely Saunders Institute, the NIHR/MRC MORECare project to develop end of life care research method guidelines. Over recent years the group s research has: Impacted policy aimed at addressing inequities in access to treatment. For example we identified how older women with breast cancer were not receiving the same diagnostic and treatment standards for breast cancer as younger women, a finding taken up in the Cancer Reform Strategy. Contributed to international guidelines on post-treatment follow up in breast cancer and management of cough in lung cancer. Contributed to the development of national vocational rehabilitation, employer support and benefits advisors for cancer survivors, impacting on 700,000 survivors across the UK. Worked to implement family carer support needs assessment in hospice services, with expected implementation in 48 additional services due in autumn Recent research: Family carers: SUPAC s research has demonstrated carers importance in care at home; what carers need to provide home care, and how insufficient support results in the collapse of homecare, caregiver strain, distress and reduced quality of life. The group has taken a leading role internationally in setting the agenda for carer research. A central interest has been the development of methods of assessing care needs (Carer Support Needs Assessment Tool, CSNAT) and developing interventions to equip family carers with knowledge and practical skills to provide support at home. Community nursing: SUPAC research has investigated the components that make for successful community nursing support of patients and carers at home, defining community nurses contribution, the constituents of quality community care and how to enhance nurse-patient and inter-professional communication. Timely and equitable access to care and treatment: A number of SUPAC studies investigate equity of access to services, and have demonstrated inequitable access in the areas of palliative care and breast cancer treatment on the basis of age (patient and carer), socioeconomic status and professional perceptions. The programme aims to develop methods to redress this inequity, thus facilitating timely access to appropriate services. Management of complex symptoms and psychological wellbeing: There is a strong track record of exploring experiences of symptoms, investigating novel interventions and testing interventions for complex symptoms. Nutritional interventions: SUPAC hosts a developing programme investigating nutritional supplementation in preparation of patients for surgery and their support following surgery, initially in colo-rectal cancer but expanding to a variety of cancers. Future Directions: Over the next five years we will: Expand our carer support work beyond hospice care into primary and secondary care, including facilitation of discharge from acute care. Seek solutions to improve access to care and treatment for groups currently disadvantaged in their access (including patients with non-cancer diagnoses, older people, socially deprived groups) Strengthen the quality of community care provision (including promotion of patient- and carer-centred communication). Develop interventions to support self and family management of symptoms. Develop the use of nutritional interventions to support preparation for and recovery following surgery. Develop patient-based interventions to support psychological coping with advanced cancer (including novel use of internet solutions). Further develop work on research methods, including development of the PiPS prognosticator in recruitment, PROMS development and implementation research. Research methods: Methodological development has centred on symptom measurement and PROMs, recruitment to research studies, introduction of the MRC framework/guidance for development and evaluation of RCTs into palliative care and development of the PiPS prognosticator. Professor Gunn Grande Research Group Lead for SUPAC 14 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

10 Priority 1 Priority 1 Long Term Conditions Research Group Current themes in our work include: Social Care and Population Health Group Recent research: The Long Term Conditions Research Group, led by Professor Sarah Tyson, is currently undergoing something of a renewal and regeneration, with several recent senior appointments. The group strives to undertake research that makes a difference to health and health care and influences education and policy. The group aims to conduct world-class research into how to best improve the quality of care to people with long term health conditions, their families and carers. The focus is people with long term conditions throughout the lifespan. The Long Term Conditions Research Group has clinical expertise in adult nursing, children s nursing, health visiting, mental health and methodological expertise in quantitative (randomised controlled trials, systematic reviews, epidemiology, survey methods) and qualitative methods (ethnography, mixed methods, synthesis of qualitative research), as well as in the development of complex interventions. The Long Term Conditions Research Group has two programmes of research: Children and Young People (led by Professor Peter Callery) and Adults (led by Professor Sarah Tyson). Long Term Conditions in Children and Young People: The range of conditions studied by members of the group includes asthma, diabetes, endocrine conditions, cleft lip and palate, life limiting conditions, and chronic kidney disease. Current themes in the work include: Development of interventions to promote communication in young people s endocrine care Childhood multiple sclerosis: families experiences and support needs Teaching parents to become home based carers of children s long term kidney conditions Management of otitis media with effusion in children with cleft palate Our research on the needs of technology dependent children and their families has directly influenced government policy, clinical pathways and the voluntary sector. Our research into 00self-management of long term conditions has developed an approach to develop action plans for children with asthma, which has been adopted internationally, and improved outcomes for children with asthma have been demonstrated in Quebec, Canada Funders include NIHR, Multiple Sclerosis Society, Kids Kidney Research and NHS Trusts. Improving outcomes for stroke rehabilitation Patient reported outcome measures in chronic obstructive pulmonary disease Clinical and cost effectiveness of wound management interventions Physical activity adherence in heart failure Follow up care for people with inflammatory bowel disease. Recent and current funders include NIHR, Asthma UK, Pulmonary Hypertension Association as well as NHS Trusts. Carers and colleagues developed and demonstrated the efficacy/acceptability of a novel lay-led approach to asthma self-management education. Subsequent analysis has demonstrated the cost-effectiveness of this approach. This approach has recently been adopted into routine clinical practice in one region of England. Future Directions: Over the next five years we will work with children and young people to: Involve children, young people and their families in the development and completion of research Study children and young people s conditions in home, school and community as well as hospital settings Enhance our methodological expertise in research with children, young people and families. Over the next five years in our work with adults we will: Promote service user engagement throughout our research Explore new technologies to enhance research and care Enhance our methodological approach through wider collaboration with methodologists and by seizing opportunities for methodological research. The Social Care and Population Health research group, led by Professor Dame Tina Lavender, unites four programmes, each concerned with specific populations investigated from both a health and social care perspective: Active Ageing; History of Health and Social Care; Midwifery and Women's Health; and Social Research with Deaf People. Life course and historical perspectives are germane to the research agenda with the impact of research studies on the improvement of service access and service provision being a shared priority. Expertise: Researchers in Social Care and Population Health come from many disciplinary backgrounds with a wealth of expertise in such diverse areas as: trial design, cohort studies, quality of life measurement and instrument development and translation, survey design, case studies, qualitative, action research and mixed methods, historical research, systematic reviewing, meta-analysis and meta-synthesis. In addition, there are staff, both Deaf and hearing, who are fluent bilinguals in British Sign Language and English, with expertise in data collection and analysis in BSL, and multiple languages and modalities. Active Ageing, led by Professor Chris Todd, comprises research revolving around five intersecting themes: (i) falls and fall prevention, (ii) activity and exercise promotion, (iii) musculo-skeletal conditions and chronic pain management, (iv) use of novel technologies and (v) social and residential care of older people. Funders include EC, NIHR, DH, AR-UK, Age-UK, EPSRC and MRC. The programme aims to: Develop interventions to promote active, healthy ageing, assist older people to maintain independence, promote quality of life and ensure active participation in society. Inform policy and practice for older people locally, nationally and internationally. Involve the public and patients in research. Falls and fall prevention: Major studies include epidemiology of falls in specific populations, development of interventions to reduce falls risk, use of Smartphone technologies in falls detection, intervention studies following the MRC Framework/Guidance for complex interventions, and evaluation of the implementation of a large scale international programme promoting best practice. The Active Ageing work is also at the forefront methodologically in the development of the most widely used measure of fear of falling; the FES-I instrument. Activity and exercise promotion: Promoting physical activity is a core falls prevention strategy whilst also providing other health and social benefits. These studies have focused on the barriers and motivators to uptake and adherence to exercise and activity interventions, so as to maximise the impact of effective interventions in the population. Musculo-skeletal conditions: As well as work on rheumatoid arthritis and osteoporosis related to falls there is work on osteoarthritis, total hip replacement and management of chronic pain. Novel technologies: In addition to wearable and environmental sensor technologies related to falls, members of the group work with the Photon Institute on novel fibre-optic technologies in gait and physiological function measurement. Residential care: This research investigates the use of technology to promote independence in people living with dementia in supported environments. Our work on falls prevention has had widely felt impact. Much of the work has focused on identifying effective methods of preventing falls amongst older people and increasing the uptake and adherence to efficacious interventions. We have developed a worldwide reputation for leading in this area and worked with WHO on the Global Report on Falls Prevention. Our research is based on psychological and public health approaches and has emphasised the multiple impacts that falls can have on older people, psychological and social, as well as physical injury. Our research on uptake and adherence has moulded service provision across the world, primarily by changing the emphasis of how falls prevention interventions are presented to users, from reducing risk to improving/maintaining independence. Our work developing the FES-I fear of falling instrument has resulted in FES-I being the most used instrument in research, translated into 30 languages, and widely used to assess fear of falling in clinical practice. Long Term Conditions in Adults: Members of the Group study a broad range of long term conditions including asthma, stroke, chronic obstructive pulmonary disease, kidney disease, cardiovascular and heart disease, complex wounds, pain and eating disorders. Professor Sarah Tyson Research Group Lead for Long Term Conditions Professor Dame Tina Lavender Research Group Lead for Social Care and Population Health Group 16 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

11 Priority 1 Priority 1 History of Health and Social Care, led by Professor Christine Hallett, hosts the UK Centre for the History of Nursing and Midwifery, the only dedicated research centre for the history of nursing and midwifery in Europe, and links closely to research centres in the USA and Canada. The programme aims to: Undertake nationally and internationally important research into the history of nursing and midwifery. Offer expertise in historical research methods to an international community of nursing and midwifery historians. Recent research: Recent work has focused on wartime nursing with major works on nursing practice during the two World Wars, the history of nursing education and practice, with a particular focus on the care of elderly people and community nursing, and the history of midwifery, particularly the study of diseases such as puerperal fever. This work is important at a time following the Francis Report revealing poor care of patients in one NHS Trust, which has highlighted the need for traditional values of nursing to include care, compassion, competence, communication, courage and commitment. An understanding of the past can offer perspective on the practice and profession of nursing in our own time. The Centre hosts the work of the UK Association for the History of Nursing and is an affiliate member of the European Association for the History of Nursing. Midwifery and Women s Health, led by Professor Dame Tina Lavender, focuses on the generation of high quality evidence with direct application to clinical practice within reproductive and women s health, and strives to enhance the quality and effectiveness of care, so as to improve the health and psychological wellbeing of women, children, families and communities. Funders include industry (Johnson and Johnson), NIHR, Tommy s, the Department of Health (DH) and the British Council. The programme aims to: Undertake high quality research, with an emphasis on public health, intrapartum care and user and practitioner experiences. Demonstrate change in policy and/or practice for women and/or families at a local, national and international level. Work with women and their families to ensure that research is appropriate, relevant, timely and effective. Develop and evaluate new technologies to improve communication and educational practice. Recent research: The core research focuses on diagnosis and management of prolonged labour, in which the team is recognised as world leaders in the field. Importantly, this work has produced the strongest evidence to date of the correct timing of intervention for women whose labour progress deviates from the norm; this has reduced obstetric interventions, improved experiences for women and informed national and international guidelines. Other current research focuses on the prevention of atopic dermatitis through appropriate neonatal skin care practices. Additional research areas include: pregnancy and obesity, maternal mental health, advanced maternal age, stillbirth, infertility and chronic pelvic pain. Social Research with Deaf People (SORD), led by Professor Alys Young, is the only research group in the UK focusing on social research with d/deaf people. Funders include National Deaf Children s Society, NSPCC, Alzheimer s Society, British Society for Mental Health and Deafness, ESRC, MRC. DH, NIHR, Welsh Assembly, Royal Association for Deaf People and The Joseph Rowntree Foundation. [Information about the group in both British Sign Language and English appears on The programme aims to: Carry out research that will promote and safeguard the wellbeing of d/deaf individuals and communities. Pursue multi-disciplinary applied social research connected with family, service and community contexts which involves d/deaf people. Explore, recognise and value Deaf life experiences in their own right. Promote and convey d/deaf people s contribution to health, education and social care policy and practice from an evidence based perspective. Develop Deaf researchers of the future. Create an academic environment which promotes the mutual learning and development of d/deaf and hearing people to equip them for research in this field. Research: Research focuses on three areas: intersection of d/deaf lives with services over the life course; wellbeing and quality of life with and for d/deaf people; and research methodologies and methods in d/deaf context. Projects include study of social care provision for deaf young people; evaluation of personal safety education for deaf children; identification of care needs of Deaf people with dementia; remote data capture in BSL; and Deaf children and autism. Amongst other achievements the team has advised the Welsh Assembly on residential care policy for Deaf people, led methodological innovations in the field, translated and validated standard assessment instruments in BSL for the Increasing Access to Psychological Therapies national programme, and is the research partner of choice in the analysis of the largest data set of early intervention outcomes for deaf children in Africa. Future Directions: Over the next five years we will: Add to the evidence base for the effectiveness of implementing best practice fall prevention between now and 2020 across Europe in line with the aims of the EC s EIP AHA. Position ourselves to be in the forefront of gerontechnology research. Further develop SORD s research contribution to global health challenges involving d/deaf people. Consolidate Deaf academic research leadership in this specialist field. 18 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

12 Priority 1 Priority 1 PSSRU at Manchester The Personal Social Services Research Unit (PSSRU), led by Professor David Challis, is a foundation member of NIHR School for Social Care Research. Funders include, amongst others, NIHR, ESRC, DH and the EU. PSSRU at Manchester has two broad aims: To conduct long-term research to help shape the development of social and health care systems in the United Kingdom and internationally. To examine the performance and functioning of social and health care organisations and care delivery, with a particular emphasis on promoting effectiveness, efficiency and equity. PSSRU has been located at The University of Manchester since Its programme funding was first awarded in 1974 from DH and more recently by NIHR. It is one of the six constituent members of the NIHR School for Social Care Research. The Unit is one of the few centres in England of specialist research in social care dealing with ageing, mental health, long term care and community based care, and the interface between health and social care. Recent Research: Current programmes of activity include Assessment, Dementia Care, Mental Health in Old Age and Case Management Assessment. The Unit has undertaken studies of different approaches to assessment of need in care of older people, the efficacy of the Single Assessment Process, the impact of selfassessment, the role of information technology in the common assessment process. Other work involves the relationship between assessment of need and resource allocation in the context of personal budgets. Case Management and Community Care. The Unit has undertaken studies of the impact of enhanced care coordination and case management in social and health care settings in long term care of older people. Future work will look at the ways in which these functions may be provided by non-statutory care providers as well as the NHS and public sector providers. The national development of personal budgets was evaluated by the Unit and shaped the implementation process. Mental Health in Old Age. Studies have examined the development of specialist old age mental health services and the impact of integrated care. Current work is examining the added value of integrated services in care of older people; developing techniques for assessing the best mix of services in a geographical area; and mental health care in residential and nursing homes. Dementia Care. This work identifies the impact of different types of case management and community based services for people with dementia and their carers. Current work includes a study of people on the margins of entry to residential and nursing homes in eight European countries and the differing determinants of independent living. Another study examines the factors that determine recognition of and consultation for memory problems among South Asian older people, through identifying the explanatory models of memory problems prevalent within these communities in the UK. New work includes a large NIHR funded programme of activity examining the effectiveness of different approaches to community support of people with dementia, both in its early and later stages. Future Directions: Over the next five years we will: Extend our focus upon effective home support for older people with dementia and their carers. Continue to improve work on the relationship between improved assessments of need and provision of care services and support. Pursue a strategic responsive approach to the changing context of policy and practice in ageing and long-term care services to maximise impact and relevance of our research. Further develop the staff group and leadership to continue to be in the forefront of social and long term care research. Professor David Challis Research Group Lead for PSSRU 20 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

13 Priority 1 Priority 1 School Research Strategic Goals and KPIs Over the next five years: We will align our work with research across FMHS, the University, MAHSC, NHS, and Social Care Providers, with the aim of fully integrating research in SNMSW into the FMHS structure. We will pursue excellence by identifying our strengths and focusing on these, whilst remaining responsive and flexible to emerging challenges in policy and practice. We will maximise our research income. We will focus on and promote the production of world leading research outputs. We will engage with the scientific, clinical and policy communities and involve the public and patients (clients) in all stages of our research. We will further develop research capacity in our constituent discipline by identification and development of the research leaders of tomorrow. We will maximise the impact of our research by identifying effective pathways of translation of research to practice and policy. Using REF2014 data as baseline and a period of five years: 1 Increase funding by 30% prioritising the highest prestige funders which operate peer review systems 2 Increase grant income from the EU by 50% 3 Increase programme grants by 50% 4 Ensure 20% more staff sit on national or international grants committees 5 Double the number of prestigious external awards (e.g. fellowships, invited international presentations, leadership of academic bodies) achieved by staff. Ensure that not only professors, readers and senior lecturers are being invited but that our high calibre lecturing and research staff are also contributing significantly 6 Implement a publication strategy for research-active staff of setting goals using appropriate bibliometrics, so as to increase proportion of highly cited papers, reduce proportion of low cited papers (whilst protecting ECRs) to maximize output quality and ensure 50% of research active staff in top decile of h-index for their discipline 7 Implement open access publication strategy to ensure funder requirements are exceeded 8 9 Increase by 25% externally funded career development awards e.g. Clinical Academic Training Award, post-doctoral NIHR training awards Implement our impact enabling strategy to enhance research impact, with an increase of 30% of impact indicators identified in REF 10 Create impact repository to facilitate measurement of research impact 22 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

14 Priority 1 Priority 1 Key Papers Key papers in Mental Health Key papers in Cancer and SUPAC Wearden AJ, Dowrick C, Chew-Graham C, Bentall RP, Morriss RK, Peters S, Riste L, Richardson G, Lovell K, Dunn G. "Nurse led, home based self help treatment for patients in primary care with chronic fatigue syndrome: randomised controlled trial." British Medical Journal 340, (2010). escholarid:80042 doi: /bmj.c1777 Beaver K, Tsver-Robinson D, Campbell MG, Twomey M, Williamson S, Hindley AA, Susnerwala S, Dunn G, Luker KA. "Comparing hospital and telephone follow-up after treatment for breast cancer: randomised equivalence trial." BMJ 338, no. January (2009). escholarid:1d28210 doi: /bmj.a3147 Bower P, Kontopantelis E, Sutton A, Kendrick T, Richards DA, Gilbody S, Knowles S, Cuijpers P, Andersson G, Christensen H, Meyer B, Huibers M, Smit F, van Straten A, Warmerdam L, Barkham M, Bilich L, Lovell K, Liu ET. "Influence of initial severity of depression on effectiveness of low intensity interventions: meta-analysis of individual patient data." British Medical Journal 346, (2013). escholarid: doi: /bmj.f540 Beaver K, Hollingworth W, McDonald R, Dunn G, Tysver-Robinson D, Thomson L, Hindley A, Susnerwala S, Luker KA. "Economic evaluation of a randomized clinical trial of hospital versus telephone follow-up after treatment for breast cancer." British Journal of Surgery 96, no. 12 (2009) escholarid:1d20039 doi: /bjs.6753 Richards D, Hill J, Gask L, Lovell K, Chew- Graham, C, Bower, P, Cape J, Pilling S,Araya R, Kessler D, Bland J.M, Green C, Gilbody S, Lewis G, Manning C, Hughes-Morley A, Barkham M. "Clinical effectiveness of collaborative care for depression in UK primary care (CADET): cluster randomised controlled trial." British Medical Journal 347, no. August (2013). escholarid: doi: /bmj.f4913 McBeth J, Prescott G, Scotland G, Lovell K, Keeley P, Hannaford P, McNamee P, Symmons DPM, Woby Steve, Gkazinou C, Beasley M, Macfarlane GJ. "Cognitive Behavior Therapy, Exercise,or Both for Treating Chronic Widespread Pain." Archives of Internal Medicine 172, no. 1 (2011). escholarid: doi: /archinternmed Bee P, Lovell K, Lidbetter N, Easton, K & Gask L. "You can t get anything perfect: User perspectives on the delivery of cognitive behavioural therapy by telephone." Social Science and Medicine (2010) escholarid: doi: /j.socscimed Manthorpe J, Samsi K, Campbell S, Abley C, Keady J, Bond J, Watts S, Robinson L, Warner J, Iliffe S. "From forgetfulness to dementia: clinical and commissioning implications of diagnostic experiences." British Journal of General Practice 63, no. 606 (2013) e69-e75. escholarid: doi: /bjgp13x Stajduhar KI, Funk L, Toye C, Grande G, Aoun S, Todd C. "Home-based family caregiving at the end of life: A comprehensive review of published quantitative research ( ) Part 1." Palliative Medicine 24, no. 6 (2010) escholarid: doi: / Funk L, Stajduhar KI, Toye C, Aoun S, Grande GE, Todd CJ. "Home-based family caregiving at the end of life: A comprehensive review of published qualitative research ( ) Part 2." Palliative Medicine 24, no. 6 (2010) escholarid:83375 doi: / Lavelle K, Downing A, Thomas J, Lawrence G, Forman D, Oliver SE. "Are lower rates of surgery amongst older women with breast cancer in the UK explained by co-morbidity?" British Journal of Cancer 107, no. 7 (2012) escholarid: doi: /bjc Molassiotis A, Brearley SG, Saunders M, Craven O, Wardley A, Farrell C, Swindell R, Todd C, Luker KA. "Effectiveness of a Home Care Nursing Program in the Symptom Management of Patients With Colorectal and Breast Cancer Receiving Oral Chemotherapy: A Randomized, Controlled Trial." Journal of Clinical Oncology 27, no. 36 (2009) doi: /jco Roach P, Keady J, Bee P, Williams S. "We can t keep going on like this: Identifying family storylines in young onset dementia" Ageing and Society n/a, (2013). escholarid: doi: /s x Gwilliam B, Keeley V, Todd C, Gittins M, Roberts C, Kelly L, Barclay S, Stone PC. "Development of Prognosis in Palliative care Study (PiPS) predictor models to improve prognostication in advanced cancer: prospective cohort study." BMJ 343, (2011). escholarid: doi: /bmj.d4920 Grande GE, Ewing G. "Informal carer bereavement outcome: relation to quality of end of life support and achievement of preferred place of death." Palliative Medicine 23, no. 3 (2009) escholarid:1d19686 doi: / Higginson I, Evans C, Grande G, Preston N, Morgan M, McCrone P, Lewis P, Fayers P, Harding R, Hotopf M, Murray S, Benalia H, Gysels M, Farquhar M, Todd C. On behalf of MORECare. Evaluating complex interventions in End of Life Care: the MORECare Statement on good practice generated by a synthesis of transparent expert consultations and systematic reviews. BMC Medicine 11:111 DOI: / THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

15 Priority 1 Priority 1 Key papers in Long-term Conditions Key papers in Social Care and Population Health O'Meara S, Tierney J, Cullum N, Bland JM, Franks PJ, Mole T, Scriven M. "Four layer bandage compared with short stretch bandage for venous leg ulcers: systematic review and meta-analysis of randomised controlled trials with data from individual patients." British Medical Journal 338, (2009). escholarid: doi: /bmj.b1344 Weintraub WS, Spertus JA, Kolm P, Maron DJ, Zhang Z, Jurkovitz C, Zhang W, Hartigan PM, Lewis C, Veledar E, Bowen J, Dunbar S, Deaton C, Kaufman S, O'Rourke RA, Goeree R, Barnett PG, Teo KK, Boden WE. "Effect of PCI on Quality of Life in Patients with Stable Coronary Disease." New England Journal Of Medicine 359, no. 7 (2008) escholarid:1d28228 doi: /nejmoa McInnes E, Cullum NA, Bell-Syer SEM, Dumville JC, Jammali-Blasi A. "Support surfaces for pressure ulcer prevention." Cochrane Database of Systematic Reviews 2010, no. 5 (2010). escholarid: doi: / cd pub3 Partridge M, Caress A, Brown C, Hennings J, Luker KA, Woodcock AA, Campbell MG. "Can lay people deliver asthma self management education as effectively as primary care based practice nurses?" Thorax 63, no. 9 (2008) escholarid:1d27890 doi: /thx Kingdon C, Neilson J, Singleton V, Gyte G, Hart A, Gabbay M, Lavender T. "Choice and birth method: mixed-method study of caesarean delivery for maternal request." BJOG: An International Journal of Obstetrics and Gynaecology 116, no. 7 (2009) escholarid:22676 doi: /j x Lavender T, Hart A, Smyth R. "Effect of partogram use on outcomes for women in spontaneous labour at term." Cochrane Database of Systematic Reviews 2008, no. 4 (2008). escholarid:1d32248 doi: / cd pub2 Smyth RMD, Jacoby A, Altman DG, Gamble C, Kirkham JJ, Williamson PR. "Frequency and reasons for outcome reporting bias in clinical trials: interviews with trialists." British Medical Journal 342, (2010). escholarid: doi: /bmj.c7153 Bowen A, Hesketh A, Patchick E, Young A, Davies L, Vail A, Long AF, Watkins C, Wilkinson M, Pearl G, Ralph MA, Tyrrell P. "Effectiveness of enhanced communication therapy in the first four months after stroke for aphasia and dysarthria: a randomised controlled trial." British Medical Journal 345, (2012) e4407. escholarid: doi: /bmj.e4407 Kirk, S. "How children and young people construct and negotiate living with medical technology." Social Science & Medicine 71, no. 10 (2010) escholarid:90453 doi: /j.socscimed Young AM, Gascon-Ramos M, Campbell M, Bamford J. "The Design and Validation of a Parent-Report Questionnaire for Assessing the Characteristics and Quality of Early Intervention Over." Journal of Deaf Studies and Deaf Education 14, no. 4 (2009) escholarid:83966 doi: /deafed/enp016 Nelson PA, Kirk S, Caress A, Glenny A. "Parents' Emotional and Social Experiences of Caring for a Child Through Cleft Treatment." Qualitative Health Research 22, no. 3 (2012) escholarid: doi: / Kempen GIJM, Yardley L, van Haastregt JCM, Zijlstra RGA, Beyer N, Hauer K, Todd C. "The Short FES-I: a shortened version of the falls efficacy scale-international to assess fear of falling." Age and Ageing 37, no. 1 (2008) escholarid:1d28026 doi: /ageing/afm157 Tierney S, Mamas M, Woods S, Gibson M, Rutter MK, Neyses L, Deaton C. "What strategies are effective for exercise adherence in heart failure? A systematic review of controlled studies." Heart Failure Reviews 17, no. 1 (2012) escholarid: doi: /s Stanmore EK, Oldham J, O'Neill T, Campbell AJ, Pilling M, Todd C. "Risk Factors for Falls in Adults With Rheumatoid Arthritis: A Prospective Study." Arthritis Care & Research 65, no. 8 (2013) doi: /acr Caress A-L, Duxbury, P, Woodcock A, Luker KA, Ward D, Campbell M, Austin L. "Exploring the needs, concerns and behaviours of people with existing respiratory conditions in relation to the H1N1 `swine influenza pandemic: a multicentre survey and qualitative study." Health Technology Assessment 14, no. 34 (2010) escholarid: doi: /hta Schwenk M, Lauenroth A, Stock C, Moreno RR, Oster P, McHugh G, Todd C, Hauer K. "Definitions and methods of measuring and reporting on injurious falls in randomised controlled fall prevention trials: A systematic review." BMC Medical Research Methodology 12, no. April (2012). escholarid: doi: / Callery P, Richard KG; Campbell M, Banks M, Kirk S, Powell P. "Readmission in children's emergency care: An analysis of hospital episode statistics." Archives of Disease in Childhood 95, no. 5 (2010). escholarid:75423 doi: /adc THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

16 Priority 1 Key papers in PSSRU Brand C, Hughes J, Challis D. "Towards Understanding Variations in Social Care for Older People in England." Social Policy and Administration 46, no. 7 (2012) escholarid: doi: /j x Reilly S, Abell J, Brand C, Hughes J, Berzins K, Challis D. "Case management for people with long-term conditions: impact upon emergency admissions and associated length of stay." Primary Health Care Research and Development 12, no. 3 (2011) escholarid: doi: /s Challis D, Abendstern M, Clarkson P, Hughes J, Sutcliffe C. "Comprehensive assessment of older people with complex care needs: the multidisciplinarity of the Single Assessment Process in England." Ageing and Society 30, no. 7 (2010) escholarid:92609 doi: /s x Tucker S, Hughes J, Burns A, Challis DJ. "The balance of care: Reconfiguring services for older people with mental health problems." Aging and Mental Health 12, no. 1 (2008). escholarid:1d18392 doi: / Clarkson P, Crompton SL, Challis DJ, Donnelly M, Beech Roger. "Has Social Care Performance in England Improved? An Analysis of Performance Ratings across Social Services Organisations." Policy Studies 30, no. 4 (2009) escholarid:1d18943 doi: / Chester H, Hughes J, Challis D. "Commissioning social care for older people: influencing the quality of care." Ageing and Society n/a, (2013). escholarid: doi: /s x THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

17 Priority 2 Priority 2 Priority 2: Excellence in Education and Learning The School aims to: Prepare students to practise at the highest standard as nurses, midwives and social workers, enabling them to be leaders within their respective fields. Prepare students to take responsibility for their own learning and foster the use of problem solving approaches and critical thinking. Provide students with appropriate information, advice and on-going academic and pastoral support to enhance their progression and development in both clinical practice and academic study. Undergraduate Programmes Bachelor of Nursing (Hons) (BNurs (Hons)) Bachelor of Midwifery (Hons) (BMidwif (Hons)) Continuing Professional Development (CPD) (BSc Nursing/Midwifery/Professional Practice (Hons)) BSc Nursing Practice (Hons) Singapore BSc Healthcare Systems Approach to HIV/AIDS Care and Management (Mildmay) Prepare students to have the skills and motivation to keep abreast of research evidence and to lead on the translation of knowledge into practice once employed. Provide an excellent teaching, learning and research environment for staff and students. Operate an effective system of programme management that assures quality. Provide students with meaningful inter-professional learning opportunities. Generate innovative education programmes informed by investigative research. Actively contribute to the advancement of knowledge and scholarship. Student Numbers Max 400 per year: 276 Adult Nursing 54 Child Nursing 70 Mental Health Nursing Max 61 per year Approximate annual total: 240 per year on pathways; 400 on stand-alone units per year Up to two intakes of per year Diploma in Professional Studies in Nursing (DPSN) (outgoing) Final cohort is 20 Postgraduate Taught Programmes MRes/MClinRes/MResH&SC MA Social Work MSc Advanced Practice in Mental Health, comprising: Dementia Care Psychosocial Interventions for Psychosis Primary Mental Health Care Max 24 per year Max 51 per year Max 50 per year MSc Advanced Nursing Studies (outgoing) Final cohort is 5 Postgraduate Research Programmes The Nursing and Midwifery Council announced in 2009 that nursing as with midwifery and social work - should become an all graduate profession. The School has embraced this development and has been moving in this direction since Furthermore, in 2009 we admitted our last non-september intakes of the DPSN and BMidwif(Hons), which ultimately reduced student numbers and streamlined associated administrative processes. The final intake of the DPSN was in September 2010, and the majority of this cohort completed their studies in the summer of Careful management of these changes has been necessary to ensure that the School remains financially healthy. By 2015, the School will have three undergraduate programmes: BNurs(Hons), BMidwif(Hons) and BSc Nursing Practice (Singapore), as well as the post-qualifying/cpd programme BSc Nursing/Midwifery (Hons) Practice. This has allowed us to streamline and focus on delivering quality education to ensure an exceptional student experience. We deliver three PG Taught (PGT) programmes (Masters in Clinical Research/Health and Social Care Research (MRes), Masters in Advanced Practice in Mental Health (APIMH), and Masters in Social Work (MA SW)), which are either wholly or partly externally funded. This means that strategically the PGT programmes are viable in the current economic climate but reliant on continued and adequate funding. The MRes has twelve student places per year funded by the National Institute for Health Research Clinical Training programme and Health Education England. The MRes is in its second cycle of funding since we successfully bid for ten places and were awarded twelve for another three years from the academic year Only twelve universities received funding for this provision. The MRes supports nurses, midwives and allied health professionals in clinical practice to undertake an MRes and provides backfill payment to their employers. The places are awarded to students with the best clinical projects and academic background. Our distinctive selling point with the MRes is that it is delivered almost entirely online, which enables international and national students to participate. We are pleased to participate in the NIHR funded MRes programme as it not only prepares a cadre of highly qualified clinicians who understand and can apply evidence based practice, but who are also in a position to be successful in gaining NIHR or other PhD training. The MSc APIMH is divided into three pathways. Two pathways, Dementia Care and Psychosocial Interventions for Psychosis, are supported by Health Education North West. The Primary Care Mental Health pathway prepares students to be a Psychological Wellbeing Practitioner as part of the Improving Access to Psychological Treatment NHS service. The three pathways are highly clinically relevant with several skills based examinations, which students must pass to be awarded their qualification. This programme has delivered extremely well trained practitioners who have contributed to improvements in the delivery of community based and primary care mental health care programmes. MA SW students are supported by NHS bursaries. However, the number of these have been capped recently from 70 to 51, which has affected the number of students admitted and resulted in reduced income. To minimise the impact of the uncertainty of the new bursary system, and to ensure we maximise the number of students admitted, we instigated a new recruitment strategy which enabled us to recruit very near to our target figure. Recently, we were one of the first to be approved / endorsed by the Health and Care Professions Council and the College of Social Work for a new curriculum, and we are the first SW School to invest in ipads for each SW student and SW member of staff to support both theoretical and practice based innovative learning. We also run an internationally renowned PG Research programme for nurses, midwives and social workers who wish to study at MPhil or PhD level. Our strategy recently has been to increase our numbers of externally funded PhD students, but the overall numbers of PG research students has fallen in recent years. This year we have had a resurgence of numbers and hope this will continue. We have delivered an online PhD since 2006, which has enabled students from around the world to study with us. These students access taught units from the online MRes and receive supervision via Skype. MPhil/PhD 15 per year (approx.) 30 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

18 Priority 2 Priority 2 Areas of Excellence in Education Our Goals Undergraduate Commendations from Professional Bodies on Nursing and Midwifery curricula, which include partnership working, service user engagement in the programmes and enhanced curriculum content. Continued approval from Health Education North West, citing quality of our provision and continued adherence to their Education Commissioning for Quality standards required within the education contract. Incorporation of the Manchester Leadership Programme in the pre-registration nursing and midwifery programmes. Teaching of science subjects by specialists in the Manchester Medical School and Faculty of Life Sciences. Embedding of Peer Assisted Study Scheme (PASS) in preregistration programmes. Improved processes for electronic submission, marking and feedback of summative coursework. Formalisation of the Academic Advisor role, early allocation for new students and timetabled minimum requirement for contact. Postgraduate Achieving NIHR funding for the MClinRes. Places for this programme are highly competitive and the vast majority of students exit with Merit or Distinction. The MSc Research in Health and Social care is the first to be recognised in a School of Nursing, Midwifery and Social Work as part of Health & Well Being and Social Work Pathways for a Doctoral Training College funded by the ESRC. MA Social Work has more than five times the number of applications to places and graduates are highly sought after by employers. MSc APIMH received six commendations by the British Psychological Society at the last validation event. The Distance Learning (DL) PhD was the first on-line PhD programme within The University of Manchester. It attracts students from overseas countries who otherwise would not be able to study at our University. 1. Enhance the quality of the student experience The best students will be recruited regardless of their socio-economic situation and they will be provided with excellent support academically, clinically and pastorally throughout their programme of study, resulting in high levels of student satisfaction and retention. Students will be encouraged to participate as partners in all aspects of their study and curriculum activities. Their educational experience is characterised by personalised learning and the inculcation of professional attributes, social awareness and critical and analytical skills. Graduates of the School of Nursing, Midwifery and Social Work are currently highly sought after by employers. Enabling Goals: Student Experience 1. Recruitment Commit to creating and delivering genuinely robust and fair admissions policies and processes to attract the best students capable of studying our programmes Embrace widening participation recruitment initiatives and ensure equality of opportunity 2. Satisfaction and retention Optimise robust academic and pastoral support avenues for students and facilitate access to wider University support services Engender a culture of recognition and reward for excellence in students Commit to working in partnership with students to promote and enhance the development of peer assisted study schemes Key Performance Indicators Outperform our OFFA access targets for recruiting students from low participation neighbourhoods and from lower socio-economic groups, ensuring that we are in the upper quartile of English Russell Group institutions National Student Survey NSS Q22 achieve at least 90% student satisfaction by 2020 Achieve >90% in 2013/14 Barometer for PGT students in Learning Overall (2012/13 = 78%) 3. Participation Actively seek and value students contributions to enhance the quality of their experience across all aspects of the their programme and School Promote and encourage appointment of student representatives and provide opportunities for engagement and dialogue Student representatives appointed from every cohort of every programme and appropriate attendance at all relevant committees/meetings 4. Personalised learning Establish and maintain constructive partnerships between students and all contributors to their learning experience by promoting planned, frequent contact with Academic Advisors, Practice Educators / Mentors and supervisors where appropriate Communicate effectively and regularly with students individually, as groups or through representation and create a collegial culture, actively seeking and valuing students contributions to all aspects of the School Provide first class student support within the School and facilitate access to wider University support services Utilise all opportunities, electronic and/or verbal, for feedback on students assessed work and progress Professor Philip Keeley Professor of Nursing Education and Director of Undergraduate Education Professor Heather Waterman Professor of Nursing and Opthalmology and Director of Postgraduate Education 5. Employability Impart our graduates with the professional and personal attributes required for their profession and, additionally, the University s graduate attributes Embed opportunities in the curricula that set our graduates apart from other similar programmes; for example the MLP, and create opportunities for inter-professional learning with other health professionals who make up interdisciplinary teams in practice settings Maximise appropriate opportunities for choice both within and outside the curriculum through the University College Provide careers advice and signpost opportunities for recruitment avenues, in addition to widening opportunities for employment through exposure to the wider healthcare landscape Achieve >80% by 2015 in National Student Survey (NSS) Q10: I have received sufficient advice and support with my studies. (2012/13 = 71%) NSS Q22 achieve at least 90% student satisfaction by 2020, ensuring that the University is in the upper quartile of Russell Group institutions. Achieve >90% in 2013/14 Barometer for PGT students in Learning support (2011/12 = 88.9%) By 2020, achieve a positive graduate destinations rate of at least 85% (as measured six months after graduation in the Destinations of Leavers from Higher Education Survey -undergraduate), ensuring that the School is ranked in the upper quartile of similar Russell Group schools on this measure. Achieve >90% in 2013/14 Barometer for PGT students in Employability (2011/12 = 84.6%) 32 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

19 Priority 2 Priority 2 2. Provide appropriate resources for our educational programmes We will provide students with access to and promote excellent physical, electronic and staff resources to enable the best possible learning and teaching experiences in all settings. We will continue to appoint the best staff, to ensure they are developed and supported to contribute to providing students with world class educational and learning experiences. Investment will be made in developing and disseminating innovation in learning resources and developing opportunities to augment student learning and set apart the School from other leading educational providers. Meaningful collaboration with all partners and stakeholders will contribute to the development and delivery of outstanding facilities, resources and education/training opportunities. We will implement excellent administrative systems to support our educational programmes. 3. Deliver excellent cutting edge curricula Our curricula will be characterised by being innovative and fit for purpose, informed by a synergy between teaching, learning and research, and exceed regulatory and professional body requirements. Curriculum content will be responsive to NHS and DH policy. The education programmes will be delivered by experts in their field from across the Faculty, utilising diverse teaching, learning and assessment methods to enable students to maximise their knowledge, skills and abilities, and will produce excellent graduates that are highly employable, research minded and demonstrate strong leadership qualities that will enable them to practice effectively. Enabling Goals: Resourcing Learning Key Performance Indicators Enabling Goals: Learning Opportunities Key Performance Indicators 1. Resources, including learning and staff resources Invest in and enhance exceptional elearning platforms and mobile learning technology and maximise use of the technology available to support student learning Promote use of the excellent University library and Alan Gilbert Learning Commons and other facilities available to students Invest further in the clinical skills laboratories and simulated teaching and learning activities to facilitate students learning of practical skills in a variety of settings Recruit and develop the highest calibre of staff to maintain an optimum staff/student ratio and ensure that students are taught by scholars at the forefront of their discipline Invest in performance enhancement and staff development initiatives, new staff and on-going mentoring and peer review of teaching to pursue educational excellence Engender a culture of recognition and reward for excellence in academic colleagues, support staff and practice learning partners 2. Innovation and evaluation Encourage and promote innovation, implementation and dissemination (national and international) of good practice in learning and teaching 3. Partnerships and engagement Actively seek and value students contributions to enhance the quality of their experience across all aspects of the their programme Work with local policy makers commissioners and employers to ensure that our programmes are fit for purpose and meet local service needs Develop and enhance outstanding practice learning opportunities in partnership with practice colleagues where appropriate Engage service user and carer representatives in all aspects of curriculum development and delivery when and where appropriate Continue to enjoy good relationships with Faculty and University departments and collaborate where possible Meet professional body requirements by seeking to work collegiately with their representatives during all engagements Achieve >90% average in NSS Learning Resources score (2012/13 = 84%) Achieve >80% in 2013/14 Barometer for PGT students in Virtual Learning (2011/12 = 63.6%) Match University s average score for Expert Lecturers in 2013/14 Barometer for PGT students (UoM 2011/12 = 96%, NMSW PGT = 90.9%) Develop a system to have readily available data on scholarly activity relating to T&L Commendation via Internal and external review processes Commendation via internal and QA review processes, and professional body approval/monitoring events. 1. Value added curriculum Develop innovative, current and leading curricula that provide an enriched learning experience for our graduates including leadership, research input and evidence based practice, linking theory with practice and incorporating meaningful inter-professional learning Provide a diversity of teaching, learning and assessment methods to enable students to maximise their theoretical knowledge, practical skills and abilities Retain professional body accreditation where relevant and strive for commendations from national peers 2. Professional attributes Each curricula will imbue students with notions of social responsibility, global citizenship and a broader understanding of society, in addition to their professional standards, codes of conduct, performance and ethics 3. Practice learning Develop and enhance outstanding practice learning opportunities in partnership with practice colleagues where appropriate - learning opportunities will be audited to ensure student and patient safety is paramount Ensure that students enjoy the best support in practice by preparing mentor/ practice educators and ensuring their on-going training and updating needs are met 4. Organisation and management Provide cohesive, well planned curricula with effective resource planning and allocation that are well supported by efficient systems and processes Commendation in internal and external validation/ monitoring activities Achieve >90% by 2015 in NSS Q4: I have found the course intellectually stimulating. (2012/13 = 80%) Recognisable teaching and learning presence within the School s internal and external seminar series, demonstrating innovation in T&L Positive verification in professional body reports. Achieve >80% by 2015 in NSS Practice Learning average. (2012/13 = 75%) Achieve >70% by 2015 in NSS Q13-15: Organisation and Management. (2012/13 = 52%) Achieve >80% in 2013/14 Barometer for PGT students in Course Organisation (2011/12 = 63.6%) 4. Administrative systems Continue to provide strategic leadership for quality assurance and enhancement activities to ensure success in all internal and external engagements Underpin the student experience and teaching and learning activities with administration systems that are robust, transparent and fit for purpose University Staff Survey satisfaction score/ target Commendation via internal review processes 34 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY

20 Priority 2 Priority 2 Education Innovation and Evaluation Unit The Education Innovation and Evaluation Unit (EIEU) was established in late 2010 to draw together and build upon the work of the former Development and Innovation in Education Committee (DIEC) and former Education and Professional Research Group. EIEU s primary function is to promote and enhance scholarly output related to teaching and learning and play a major role in enabling the School to achieve the vision for demonstrable excellence in this field in line with University, Faculty and School Teaching and Learning strategies and operational plans. It is led by Professor Steven Pryjmachuk and supported by a committee representing all of the various constituencies in the School. Significant achievements: The establishment of strategic alliances with the Faculty via Professor Pryjmachuk s role as one of the FMHS s Faculty Education Academy (FEA) strategic leads An A0 textbook poster outlining the significant number of textbooks emanating from the SNMSW that is used for promotional purposes within and outside of the School A series of workshops exploring contemporary issues in teaching and learning including workshops on reinventing the lecture, good practice in designing on-line activities and student feedback In partnership with School elearning staff and the School s Teaching and Learning Enhancement Manager, the provision of staff teaching and learning intranet pages The establishment of a competitive small grants scheme (that uses the principles of formal application and peer review) that has led to funding for a variety of innovation and evaluation projects including projects relating to an online student journal club, peer educators as a means of enhancing portfolio development, and student anxieties about communicating with obese patients. Outputs from these projects are expected to include conference presentations, publications and changes to curricula. Future targets Further enhance strategic alliances within and outside of the University to ensure the mutual exchange of SNMSW s and others expertise in teaching and learning (KPI: An increase in the number of SNMSW staff on Faculty, University and External committees and bodies promoting or influencing teaching and learning) Ensure that innovations and achievements in teaching and learning are disseminated within and outside of the school (KPI: recognisable teaching and learning presence within the SNMSW internal and external seminar series; SNMSW staff are actively represented at Faculty teaching and learning events; the textbook poster is regularly updated Establish a system (linked to e-scholar) that encourages staff to log teaching and learning related publications in a format that allows readily extractable digests of scholarly activity in teaching and learning (KPI: the School and Faculty to have readily available data on scholarly activity relating to teaching and learning in the School) In partnership with the Faculty and Divisional Leaders, offer the option of mentorship to those seeking career progression on the basis of teaching and learning (KPI: mentorship or promotions on T&L grounds or number of staff who seek mentorship) Evaluate the small grants scheme against its aim of enhancing innovation and evaluation in teaching and learning (KPI: number of publications, conference presentations and changes to curricula emanating from awards). 36 THE SCHOOL OF NURSING, MIDWIFERY AND SOCIAL WORK PROSPECTUS/STRATEGY