Search results

In the assessment of student nurses, there is limited research exploring why the contributions of people with lived experience (LE) have an impact on learning. The purpose of this paper is to compare the nature of feedback provided to students by people who have both worked in and used mental health services.

To explore the nature of qualitative student feedback generated from an assessment involving people who have experience of using and working in mental health services. Therefore, an inductive content analysis conducted on the formative written feedback provided to students following a simulated assessment.

The results demonstrate significant similarities in the feedback provided by those with LE of using and working within mental health services, suggesting a shared conceptualisation of professionalism.

The research indicates the potential socialisation of professionals and service users to not only the assessment process but also the professional expectations of mental health nurses. These findings resonate with Barker et al.’s (1999) description of the “pseudo ordinary me” and emphasise the principles and importance of person-centred care.

The paper highlights that assessment approaches which incorporate feedback from people with LE offer a vehicle to demonstrate and explore how attributes, subjectively associated with professionalism, can be recognised and developed by student mental health nurses.

The evidence base associated with Open dialogue (OD) continues to develop. However, much of the literature associated with this “whole system philosophy” is focussed within therapeutic clinical practice. The purpose of this paper is to explore another key aspect of OD within a higher education context, the creation of “dialogical practice culture” and the application of key OD principles to enable an open, empowering ethos which permeates all aspects of teaching and learning and supports co-production.

The authors use a collective auto ethnographic approach to reflect on their experiences of developing and delivering a series of co-produced seminars within pre-registration mental health nurse education over a period of 4 years. This paper explores the data produced through this process focussing on the pedagogical impact and challenges of applying OD principles to teaching and learning practice.

The paper highlights the way in which two core principles of OD, resonate with the co-production process within teaching design and delivery. Moreover, the paper illustrates the impact that threading these principles throughout teaching practice can have: enhancing the learning environment and facilitating mutual empowerment, and thus supporting the students’ development of empowering therapeutic practice with service users. A significant theme in these reflections has been the nature of empowerment and the necessity to openly address power differentials and relationships.

This innovative paper is the first to explore the application of OD principles within a nurse education context; considering how they support co-production and enable an empowering culture. This exploration helps to provide a foundation for further inquiry and research.

There has been significant growth in the number of people getting tattoos over recent decades. While there might be a myriad of reasons for getting a tattoo, there remains a deficit of knowledge in relation to the potential relationship between tattoos and mental health. This paper aims to explore this potential relationship, from the perspective of those with tattoos, and considers the relevance of this potential relationship for those working in mental health services.

Data was collected through an online qualitative survey which asked participants to share their experiences in relation to their tattoos and mental health. The survey was shared through social media and distributed to tattoo shops within the UK. In total, 17 participants completed the survey; the survey data was then transferred to Nvivo and subjected to thematic analysis.

Three themes emerged from the data. First, tattoos as an expression of relationship with self; second, tattoos as an expression of relationship with others, and third, tattoos as a symbol of change. The three domains provide an insight into the complex relationship between identity and tattoos and suggest that tattoos may hold significant importance in supporting people to make meaning following trauma and to communicate elements of themselves to the world around them.

The findings provide an insight into the significance of tattoos which transcends the traditional discourses of tattoos as a marker of risk or deviance. Tattoos may be significant in the process of meaning making and narrating a sense of self and identity.

As the evidence base in relation to open dialogue continues to grow and develop, this paper contributes to the growing evidence base within the UK. The purpose of this paper is to focus on the experiences of those who have received the service and reports a qualitative evaluation of an open dialogue service operating within the National Health Service of the UK.

The opportunity to participate was offered to all those who had received open dialogue within this particular National Health Service (NHS) trust. In total, seven participants, from four different social networks, participated in the research and attended semi-structured focus groups. The audio recordings of all focus groups were transcribed and the data as subjected to inductive thematic analysis.

The results provide an insight into the lived experience of the individuals who received open dialogue. The analysis of the data gathered in the focus groups revealed three major themes: relational mutuality, dichotomy with other mental health services and dialogical freedom.

The results suggest that individuals and networks positively experienced receiving open dialogue, particularly in relation to the way in which they were able to relate to, and work with practitioners. However, the results did also raise some issues in relation to the complications of introducing the open dialogue model into existing NHS structures.

This research contributes to the emerging evidence base in relation to open dialogue, especially considering the current lack of existing research undertaken within the UK.

The purpose of this paper is to analyze customers’ perceptions about brand personality in different cultural environments, checking if the archetypal framework of Mark and Pearson (2001) applies to different brands across countries.

The authors measured consumers’ perceptions in different cultural contexts through a survey, and received 537 valid questionnaires from Portugal, Brazil, Colombia and Peru, countries that have some similar indicators of cultural proximity. The authors wanted to verify if the words and sentences that respondents related to each brand were coherent with the archetype/brand, and the homogeneity of the results in different cultural contexts.

Empirical evidence shows that there is proximity between the literature review and the associations – words and sentences – that consumers from different countries make with those brands. This consistency of results is significantly higher for word associations.

Regardless of the results, the perceptions of consumers expressed through the selected words were often diverse and heterogeneous among countries. This could possibly indicate insufficient efforts from global brands toward a coherent brand personality/global-archetypal approach. Therefore, managing brand personality deserves more attention and marketers must understand consumer behavior patterns in different markets.

In this paper, we measure the impact of transactional leadership and transformational leadership styles on student learning outcomes. Leadership style was measured using a set of questions that were developed based on the conceptions of leadership style from Avolio, Waldman and Yammarino (1991). Student learning outcomes investigated included overall final mark achieved in the course, as well as communication skills, writing skills, critical thinking and analysis skills, study skills, reading skills and interpersonal skills.

The main thesis here is that the stories that some brands tell to consumers enable consumers to achieve archetypal experiences. Examining the stories consumers tell in natural contexts involving shopping for and using brands informs explanations of associations of archetypes, brands, and consumers. The study advances the use of degrees-of-freedom analysis (DFA) and creating visual narrative art (VNA) as useful steps for confirming or disconfirming whether or not the stories consumers tell have themes, events, and outcomes that match with the core storylines told by brands. As a proposal, an extension of thematic apperception tests (TATs) is relevant in applying the DFA to brand-consumer storytelling research. The study includes a review of early work on TATs, DFA, archetypal theory, and how brands become icons. The study's theory, method, and findings provide useful tools for brand managers and researchers on issues that relate to psychology and marketing.

This study aims to identify the archetypes, moral foundations and plots associated with veganism through the stories told by vegan bloggers and the effect on mainstreaming of this ideology.

Narrative data was collected from 15 publicly available vegan blogs. Underlying archetypes, morals and story plots were identified and presented as a “story re-told,” highlighting the context and content of what was being said by the protagonists and associated meanings.

The analysis revealed three moral foundations on which vegan ideology is built: sanctity of life, enacting the authentic self and freedom. A universal hero archetype was also unearthed; however, the moral orientation of the storyteller (agency vs communal) dictated how these morals and archetypes were expressed.

Through the use of common story archetypes, master plots and moral foundations, a deeper understanding of vegans and the choices they make is facilitated, thus making vegan ideology appear less threatening. Storytelling plays an important role in establishing connections through commonality.

This study applies cultivation theory, storytelling analysis and archetype theory to reveal how vegan bloggers counteract mass media cultivation of vegan stereotypes through the stories they tell. We offer a more robust description of vegans, moving beyond stereotypes, and the morals driving behavior. Moreover, a unique mechanism of mainstreaming is exposed that shows vegans connect with people by tapping into universal archetypes and morals that anyone can relate to and relive.