The landscape of qualitative research: theories and issuesSage The landscape of qualitative research: theories and issues 480 £24.95 0761926941 0761926941

The Wanless Report â?~Securing Our Future Health: Taking A Long-Term Viewâ?T - an independent review by Derek Wanless - is the first ever evidence-based assessment of the long-term resource requirements for the NHS.
It concludes that in order to meet peopleâ?Ts expectations and to deliver the highest quality over the next 20 years, the UK will need to devote more resources to health care and that this must be matched by reform to ensure that these resources are used effectively.
 - aims: 1. To examine the technological, demographic and medical trends over the next
two decades that may affect the health service in the UK as a whole.
2. In the light of (1), to identify the key factors which will determine the financial
and other resources required to ensure that the NHS can provide a publicly
funded, comprehensive, high quality service available on the basis of clinical
need and not ability to pay.
3. To report to the Chancellor by April 2002, to allow him to consider the possible
implications of th

Securing Our Future Health: Taking a Long-Term View. The Health Service in 2022

Is paternalism justified? Who ought to control access to new reproductive technologies? What position should the good society take on the issue of abortion? These issues have been the staple of the medical ethics literature for the past twenty years. Susan Sherwin's book makes an important addition to this literature by using a feminist perspective to consider them. The book is divided into three parts, which reflect the task Sherwin takes to be essential to a feminist approach to bioethics. The first provides a theoretical framework for considering ethical problems in health care. Here the author explains what feminism is, the relationship between ethics as traditionally understood and feminist ethics, and what a feminist ethics of health care might be like. The second part explores four traditional problems in health care ethics: abortion, new reproductive technologies, paternalism, and research. The third part expands the bioethics landscape by presenting three issues

No Longer Patient: Feminist Ethics and Health Care

This study defines MOOC success as the extent of student satisfaction with the course. Having more satisfied MOOC students can extend the reach of an institution to more people, build the brand name of the institution, and even help the institution use MOOCs as a source of revenue. Traditionally, student completion rate is frequently used to define MOOC success, which however, is often inaccurate because many students have no intention of finishing a MOOC. Informed by Moore's theory of transactional distance, this study adopted supervised machine learning algorithm, sentiment analysis and hierarchical linear modelling to analyze the course features of 249 randomly sampled MOOCs and 6393 students' perceptions of these MOOCs. The results showed that course instructor, content, assessment, and schedule play significant roles in explaining student satisfaction, while course structure, major, duration, video, interaction, perceived course workload and perceived difficulty play no significant roles. This study adds to the extant literature by examining specific learner-level and course-level factors that can predict MOOC learner satisfaction and estimating their relative effects. Implications for MOOC instructors and practitioners are also provided.

What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach

The NHS plan.

This study sets out to answer the question: how can we know what learning is taking place in MOOCs? From this starting point, the study then looks to identify MOOCs’ potential for future use in HE? Using a specially-adapted version of the HEA’s UK Engagement Survey (UKES) 2014, the research team at the University of Southampton asked participants who had completed one of two MOOCs delivered through the FutureLearn platform and designed and run at the university about their experiences as learners and their engagement with their respective MOOC. The results also show that both of the MOOCs were successful in enabling many participants to feel engaged in intellectual endeavours such as forming new understandings, making connections with previous knowledge and experience, and exploring knowledge actively, creatively and critically. In response to the open access approach – in which no one taking part in a MOOC is required to have a minimum level of previous educational achievement - the report shows that persistent learners engaged, regardless of prior educational attainment.

/pdf/engaged-learning-in-moocs-a-study-using-the-uk-engagement-1ax7z3md2d.pdf

Engaged Learning in MOOCs: A Study Using the UK Engagement Survey.

Higher Education’s panopticon? Learning analytics, ethics and student engagement

In the UK, higher education and health care providers share responsibility for educating the workforce. The challenges facing health practice also face health education and as educators we are implicated, by the way we design curricula and through students’ experiences and their stories. This paper asks whether ethics education has a new role to play, in a context of major organisational change, a global and national austerity agenda and the ramifications of disturbing reports of failures in care. It asks: how would it be different if equal amounts of attention were given to the conditions in which health decisions are made, if the ethics of organisational and policy decisions were examined, and if guiding collaborations with patients and others who use services informed ethics education and its processes? This is in three parts. In part one an example from an inspection report is used to question the ways in which clinical events are decontextualised and constructed for different purposes. Ramifications of a decision are reflected upon and a case made for different kinds of allegiances to be developed. In part two I go on to broaden the scope of ethics education and make a case for beginning with the messy realities of practice rather than with overarching moral theories. The importance of power in ethical practice is introduced, and in part three the need for greater political and personal awareness is proposed as a condition of moral agency. This paper proposes that ethics education has a new contribution to make, in supporting and promoting ethical practice – as it is defined in and by the everyday actions and decisions of practitioners and people who need health services. Ethics education that promotes moral agency, rather than problem solving approaches, would explore not only clinical problems, but also the difficult and contested arenas in which they occur. It would seek multiple perspectives and would begin with places and people, and their priorities. It would support students to locate their practice in imperfect global contexts, and to understand how individual and collective forms of power can influence healthcare quality.

/pdf/the-changing-landscape-of-care-does-ethics-education-have-a-1z5nj2kf6d.pdf

The changing landscape of care: does ethics education have a new role to play in health practice?

There is growing research and policy interest in the extent to which government supported Apprenticeship in England provides a platform for educational and career progression in different occupational sectors. This paper makes a contribution to this debate by presenting research on the healthcare sector undertaken in a regional health authority in England, and by suggesting that ideas associated with labour market theory can shed light on some of the key differences in Apprenticeship frameworks and the progression opportunities available in different kinds of healthcare occupations. The research included policy and documentary review as well as qualitative interviews with employers in NHS Trusts. More specifically, our analysis applies key characteristics of occupational and internal labour markets to show how Apprenticeship frameworks fit and reinforce variations in employment, training and career opportunities in two contrasting Advanced Apprenticeship frameworks; Clinical Healthcare Support and Pharmacy Services. We conclude that the labour market lens is useful in focusing attention on the structures and key stakeholder relationships which determine the development of vocational training and the barriers or opportunities for educational or career progression in diverse sectoral contexts and occupations across the economy.

/pdf/apprenticeship-and-progression-in-the-healthcare-sector-can-52g2jhqlc6.pdf

Apprenticeship and progression in the healthcare sector: can labour market theory illuminate barriers and opportunities in contrasting occupations?

The study reported here sought in-depth accounts of learning on a MOOC from ten people who completed one of the University of Southampton’s first two such courses during 2014. Its goal is to better understand their motivations for studying in this way, and the learning opportunities and problems they encountered. Findings were discussed with five academics involved in leading, developing and teaching on the MOOCs in order to explore issues from both perspectives. Given the small-scale nature of the project no specific recommendations are made as a result of it. Instead, the final paragraphs offer reflections from the project team about how the research is likely to impact their own practice in the future, and suggestions about how learners might make the most of the opportunities MOOCs offer

https://www.heacademy.ac.uk/sites/default/files/resources/liberating-learning.pdf

Julie Wintrup

Papers

Engaged Learning in MOOCs: A Study Using the UK Engagement Survey.

Higher Education’s panopticon? Learning analytics, ethics and student engagement

The changing landscape of care: does ethics education have a new role to play in health practice?

Apprenticeship and progression in the healthcare sector: can labour market theory illuminate barriers and opportunities in contrasting occupations?

Liberating Learning: Experiences of MOOCs.