Skip to main content

Research Repository

Advanced Search

All Outputs (14)

The relationship between emotional intelligence, previous caring experience and successful completion of a pre-registration nursing/midwifery degree (2017)
Journal Article
Snowden, A., Stenhouse, R., Duers, L., Marshall, S., Carver, F., Brown, N., & Young, J. (2018). The relationship between emotional intelligence, previous caring experience and successful completion of a pre-registration nursing/midwifery degree. Journal of Advanced Nursing, 74(2), 433-442. https://doi.org/10.1111/jan.13455

Aim To examine the relationship between baseline emotional intelligence and prior caring experience with completion of pre-registration nurse and midwifery education. Background Selection and retention of nursing students is a global challenge. Em... Read More about The relationship between emotional intelligence, previous caring experience and successful completion of a pre-registration nursing/midwifery degree.

Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis (2016)
Journal Article
Stenhouse, R., Snowden, A., Young, J., Carver, F., Carver, H., & Brown, N. (2016). Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis. Nurse Education Today, 43, 1-9. https://doi.org/10.1016/j.nedt.2016.04.015

Background: Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional... Read More about Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis.

The relationship between emotional intelligence, previous caring experience and mindfulness in student nurses and midwives: a cross sectional analysis (2014)
Journal Article
Snowden, A., Stenhouse, R., Young, J., Carver, H., Carver, F., & Brown, N. (2015). The relationship between emotional intelligence, previous caring experience and mindfulness in student nurses and midwives: a cross sectional analysis. Nurse Education Today, 35(1), 152-158. https://doi.org/10.1016/j.nedt.2014.09.004

Background: Emotional Intelligence (EI), previous caring experience and mindfulness training may have a positive impact on nurse education. More evidence is needed to support the use of these variables in nurse recruitment and retention. Objective... Read More about The relationship between emotional intelligence, previous caring experience and mindfulness in student nurses and midwives: a cross sectional analysis.

A grounded theory longitudinal study of carers' experiences of caring for people with dementia (2012)
Journal Article
Lin, M., Macmillan, M., & Brown, N. (2012). A grounded theory longitudinal study of carers' experiences of caring for people with dementia. Dementia, 11, 181-197. https://doi.org/10.1177/1471301211421362

Introduction Increasingly the provision of care for older people with dementia has shifted from institutions to the community. This has resulted in an increase in burden and a reduction in autonomy for those who care for these individuals. Aims... Read More about A grounded theory longitudinal study of carers' experiences of caring for people with dementia.

The formal support experiences of mothers of adolescents with intellectual disabilities in Edinburgh, UK: a longitudinal qualitative design. (2010)
Journal Article
Lin, M., Macmillan, M., & Brown, N. (2010). The formal support experiences of mothers of adolescents with intellectual disabilities in Edinburgh, UK: a longitudinal qualitative design. Journal of Nursing Research, 18, 34-43. doi:10.1097/JNR.0b013e3181ce50be

BACKGROUND: In the United Kingdom, healthcare provision for children with intellectual disabilities (ID) has shifted away from institutions to the community. Today, family members most often assume the primary caregiver role and look after care r... Read More about The formal support experiences of mothers of adolescents with intellectual disabilities in Edinburgh, UK: a longitudinal qualitative design..

An exploration of student nurses’ experiences of formative assessment (2009)
Journal Article
Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654-659. https://doi.org/10.1016/j.nedt.2009.02.007

The idea that formative assessment has the potential to prepare students, not only to succeed in summative assessments during the course, but also in the world beyond the classroom [Melland, H., Volden, C., 1998. Classroom assessment: linking teachin... Read More about An exploration of student nurses’ experiences of formative assessment.

Collecting student feedback: a comparison of questionnaire and other methods (2008)
Journal Article
Huxham, M., Laybourn, P., Cairncross, S., Gray, M., Brown, N., Goldfinch, J., & Earl, S. (2008). Collecting student feedback: a comparison of questionnaire and other methods. Assessment and Evaluation in Higher Education, 33, 675-686. doi:10.1080/02602930701773000

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first- and second-year undergraduate modules were selected from seven different schools within a single university. Studen... Read More about Collecting student feedback: a comparison of questionnaire and other methods.

Involving mental health service users and careers in curriculum development : moving beyond 'classroom' involvement. (2002)
Journal Article
Masters, H., Forrest, S., Harley, A., Hunter, M., Brown, N., & Risk, I. (2002). Involving mental health service users and careers in curriculum development : moving beyond 'classroom' involvement. Journal of Psychiatric and Mental Health Nursing, 9, 309-316. https://doi.org/10.1046/j.1365-2850.2002.00493.x

Recent policy statements that address the future priorities for nurse education have emphasized that service users and carers should be actively engaged in partnerships with education professionals in all aspects of the curriculum. The development of... Read More about Involving mental health service users and careers in curriculum development : moving beyond 'classroom' involvement..

What are the criteria that mentors use to make judgements on the clinical performance of student mental health nurses? An exploratory study of the formal written communication at the end of clinical nursing practice modules (2000)
Journal Article
Brown, N. (2000). What are the criteria that mentors use to make judgements on the clinical performance of student mental health nurses? An exploratory study of the formal written communication at the end of clinical nursing practice modules. Journal of Psychiatric and Mental Health Nursing, 7(5), 407-416. https://doi.org/10.1046/j.1365-2850.2000.00322.x

Issues concerning the assessment of student nurse performance in clinical practice have preoccupied nurse educationalists for some time and continue to pose problems. The debate in the nursing literature tends to revolve around two seemingly mutually... Read More about What are the criteria that mentors use to make judgements on the clinical performance of student mental health nurses? An exploratory study of the formal written communication at the end of clinical nursing practice modules.

Mental health service user involvement in nurse education: exploring the issues (2000)
Journal Article
Forrest, S., Risk, I., Masters, H., & Brown, N. (2000). Mental health service user involvement in nurse education: exploring the issues. Journal of Psychiatric and Mental Health Nursing, 7(1), 51-57. https://doi.org/10.1046/j.1365-2850.2000.00262.x

This paper reports on findings and issues arising from a study designed to promote mental health service users’ involvement in a preregistration nursing curriculum. Users’ views about the knowledge, skills and attributes required by mental health nur... Read More about Mental health service user involvement in nurse education: exploring the issues.

The ideal role of the nurse teacher in the clinical area: a comparison of the perspectives of mental health, learning difficulties and general nurses (1998)
Journal Article
Brown, N., Forrest, S., & Pollock, L. C. (1998). The ideal role of the nurse teacher in the clinical area: a comparison of the perspectives of mental health, learning difficulties and general nurses. Journal of Psychiatric and Mental Health Nursing, 5(1), 11-19. https://doi.org/10.1046/j.1365-2850.1998.00112.x

This paper reports findings from a study that explored trained nurses' and student nurses' perceptions of the nurse teachers' ideal role in the clinical area. Findings demonstrate a dichotomy of opinion regarding the ideal role of the nurse teacher i... Read More about The ideal role of the nurse teacher in the clinical area: a comparison of the perspectives of mental health, learning difficulties and general nurses.

The clinical role of the nurse teacher: an exploratory study of the nurse teacher's present and ideal role in the clinical area (1996)
Journal Article
Forrest, S., Brown, N., & Pollock, L. C. (1996). The clinical role of the nurse teacher: an exploratory study of the nurse teacher's present and ideal role in the clinical area. Journal of Advanced Nursing, 24(6), 1257-1264. https://doi.org/10.1111/j.1365-2648.1996.tb01033.x

This paper describes a study which aimed to explore the present and ideal role of the nurse teacher in the clinical area from the perspective of nurse teachers, ward sisters/charge nurses, staff nurses and students nurses undertaking the ‘traditional... Read More about The clinical role of the nurse teacher: an exploratory study of the nurse teacher's present and ideal role in the clinical area.