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Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education (2016)
Journal Article
Kyle, R. G., Atherton, I. M., Kesby, M., Sothern, M., & Andrews, G. (2016). Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education. Social science & medicine, 168, 257-264. https://doi.org/10.1016/j.socscimed.2016.08.002

Geographers have long grappled with how their research can positively impact individuals, communities and society. Demonstrating research impact is an increasingly important aspect of academic life internationally. In this paper we argue that agend... Read More about Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education.

Population health and nurse education – time to step-up (2016)
Journal Article
Atherton, I. M., Lasater, K., Richards, E. A., Mathews, L. R., Simpson, V., & Kyle, R. G. (2016). Population health and nurse education – time to step-up. Nurse Education Today, 51, 117-119. https://doi.org/10.1016/j.nedt.2016.08.002

Highlights •Contemporary trends in population health threaten the sustainability of current approaches to care delivery. •Health care professionals inevitably confront social injustices in their day-to-day work. •Nurses are ideally placed to make... Read More about Population health and nurse education – time to step-up.

Biogeography as critical nursing pedagogy: Breathing life into nurse education (2016)
Journal Article
Kyle, R. G., & Atherton, I. M. (2016). Biogeography as critical nursing pedagogy: Breathing life into nurse education. Nurse Education in Practice, 20, 76-79. https://doi.org/10.1016/j.nepr.2016.07.006

Insights from the social sciences, including geography, sociology, and anthropology, have long been incorporated into pre-registration nursing programmes. However, scholars have suggested that their inclusion has been sporadic and lacks clear theoret... Read More about Biogeography as critical nursing pedagogy: Breathing life into nurse education.

Screening mammography uptake within Australia and Scotland in rural and urban populations. (2015)
Journal Article
Leung, J., McLaughlin, D., Woods, L. M., Henderson, R., Watson, A., Kyle, R. G., …MacLeod, C. (2015). Screening mammography uptake within Australia and Scotland in rural and urban populations. Preventive medicine reports, 2, 559-562. https://doi.org/10.1016/j.pmedr.2015.06.014

Objective. To test the hypothesis that rural populations had lower uptake of screening mammography than urban populations in the Scottish and Australian setting. Method. Scottish data are based upon information fromthe Scottish Breast Screening Prog... Read More about Screening mammography uptake within Australia and Scotland in rural and urban populations..

33. Positive mental health in women living with breast cancer across geographic locations of residence: a data linkage study using the Scottish health survey. (2015)
Journal Article
Leung, J., Hubbard, G., Kyle, R., McLaughlin, D., Mullen, R., & Atherton, I. (2015). 33. Positive mental health in women living with breast cancer across geographic locations of residence: a data linkage study using the Scottish health survey. European journal of surgical oncology, 41(6), S27. https://doi.org/10.1016/j.ejso.2015.03.034

Aims: Breast cancer campaigns and support groups emphasize the importance for breast cancer patients to stay positive. However, existing research on mental well-being of breast cancer patients focuses on the negative aspects of mental health, such as... Read More about 33. Positive mental health in women living with breast cancer across geographic locations of residence: a data linkage study using the Scottish health survey..

How empathy skills can change nursing (2014)
Journal Article
Atherton, I., & Kyle, R. (2014). How empathy skills can change nursing. Nursing Standard, 29(11), 24-25. https://doi.org/10.7748/ns.29.11.24.s28

Empathetic understanding could be the basis of a revolution in nurse education and practice, freeing nurses from a reliance on stereotypical labels that mask the complex realities of patients’ lives