Team Reflection Research Articles

Designing a Human-centred Learning Analytics Dashboard In-use

Despite growing interest in applying human-centred design methods to create learning analytics (LA) systems, most efforts have concentrated on initial design phases, with limited exploration of how LA tools and practices can co-evolve during the actual learning and teaching activities. This paper examines how a human-centred LA dashboard can be further refined and adapted by teachers while actively using it in a real-world scenario (i.e., design-in-use), beyond its intended design (i.e., design-for-use). We use instrumental genesis as a theoretical lens to analyze the temporary and permanent instrumentalization of design features and individual and collective instrumentation of the LA dashboard. The analysis of semi-structured individual interviews with five nursing teachers who used an LA dashboard to guide team reflections with 224 students (56 teams) revealed technical and pedagogical changes that occurred in both the system’s features (instrumentalization) and teaching practices (instrumentation). We found that teachers adopted the LA dashboard beyond initially intended ways by (i) providing emotional support with the analytics, (ii) reducing details in AI-powered data visualizations for easier comprehension, (iii) creating data narratives to address data limitations, and (iv) collectively developing new practices to use the LA dashboard for co-teaching. Therefore, teachers’ design-in-use of the LA dashboard highlights the ongoing need for design improvements to address challenges posed by dynamic data and complex algorithms underlying AI and analytics interfaces.

Nurse performed bladder ultrasound: a clinical quality improvement initiative

Background: Bladder ultrasound (BUS) provides an accurate measurement of post-void residual (PVR) volume and bladder assessment. Access to BUS is dependent on practitioner availability with delays resulting in poor symptom management, delayed discharge and dissatisfaction. Developing nursing practice to perform BUS can address these patient’s needs. Aims: Through a quality improvement initiative the aims were (1) to develop theoretical knowledge and practical competence of nurses to perform BUS, (2) to evaluate nursing activity in relation to BUS, (3) to evaluate stakeholders perceptions of the initiative. Methods: Based on the Deming Plan-Do-Study-Act (PDSA) cycle, an interprofessional team was created and a theoretical/practical based education program was devised. Activity in relation to the nurse-performed BUS was collected and analysed descriptively. Stakeholder perceptions were evaluated via patient and physician questionnaires subject to descriptive analysis and a focus group with nurses analysed descriptively. Results: The team developed a training program to perform BUS, certifying 11 nurses. Investigation of nursing activity related to BUS (n = 202) showed its use for PVR evaluation, and symptom and catheter assessment. It aided decision-making and nurse-physician communication. Stakeholders were satisfied with the initiative. Patients (n = 30) felt nurses were competent, clearly explaining the procedure, results and inspiring confidence. Physicians (n = 2) saw BUS as enhancing efficiency and care quality, while nurses (n = 7) felt this new skill enhanced nursing care providing a more holistic approach. Team reflection on the results of the evaluation confirmed BUS utility and activity, while nurses requested continuing education and a post-certification refresher course. Conclusion: Through reflection on clinical practice areas for improvement to enhance patient care were identified by the nursing team. Application of the PDSA cycle provided a structured approach to guide the quality improvement initiative. Improvements in nursing care and patient care processes have been observed and this has been a positive experience for stakeholders.

Using simulation scenarios and a debriefing structure to promote feedback skills among interprofessional team members in clinical practice

BackgroundTeam reflexivity and peer feedback in daily clinical work can improve patient safety. However, teams do not always engage in reflection after patient care. A reason could be that team members may lack skills in engaging in team reflection. This study explores the use of interprofessional team-based simulations to encourage and equip teams for reflective conversations in the real-world clinical practice.MethodsThis was a prospective, explorative study of team members’ perceptions of the use of in situ simulation-based scenarios with critically ill patient cases to train team-based reflections and peer feedback. The study took place in two neurological wards. Prior to the intervention, a 1-day observation in each ward and semi-structured short interviews with physicians and nurses were conducted.ResultsA total of 94 staff members, 57 nurses, 8 nurse assistants and 29 physicians participated in the in situ simulation scenarios. All team members showed appreciation of the safe learning environment. The authors found that the simulations and the debriefing structure provided an opportunity for training of team reflexivity and feedback. The team members evaluated the simulation-based training very positively, and their initial reaction indicated that they found peer feedback useful for the individual and the team. This approach allowed them to reflect on their own clinical practice.ConclusionThe simulation-based training scenarios and the debriefing structure promoted team members’ team reflexivity and peer feedback skills. The method is feasible and could be used in other specialties and situations.The team members’ reactions to feedback were positive, and based on their reflections, there is a potential to increase both individual and team skills as well as improve patient treatment.

Flexing the emotional muscle: Investigating how team reflexibility shapes performance via emotional intelligence

In team settings, the development of reflexibility and emotional intelligence significantly influences performance outcomes. Identifying these relationships is crucial for optimizing team dynamics and achieving superior results. Present research investigates the relationship between team reflexivity and team performance through the mediating role of Emotional Intelligence. Team reflexibility affects team performance positively and developing emotional intelligence skills improves team performance. SPSS and AMOS software was used to analyze the data and the hypothesis was tested using structural equation modeling (SEM) and data obtained from 317 IT company employees in Coimbatore, India. The outcomes of the study provide both practical and theoretical insights for IT company employees to increase team performance through flexible and emotional intelligence skills. Employees with a high level of Intelligence Quotient (IQ) are insufficient for today's business. To be successful, workers must have a certain level of Emotional Intelligence (EI). Employees with a high EI tend to have better relationships and connections, higher performance due to collaboration, and a more positive and peaceful workplace. This research gives managers and leaders an in-depth understanding of highly reflective teams, which will allow them to be more inventive while also altering their emotional abilities to perform better and retain the organization in the long run.

From individual to interprofessional: characteristics of assessment tasks to assess interprofessional collaboration in healthcare education

ABSTRACT To develop independent healthcare professionals able to collaborate in interprofessional teams, health professions education aims to support students in transitioning from an individual perspective to interprofessional collaboration. The five elements that yield the conditions for effective interprofessional collaboration are: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) interpersonal skills, and (5) reflection on team processes. The aim of the current study is to gain insights into how to design tasks to assess a student team as a whole on their interprofessional collaboration. This was a pilot study using a qualitative design to evaluate an interprofessional assessment task. Four interprofessional student teams, comprising physiotherapy, occupational therapy, arts therapy and nursing students (N = 13), completed this task and five assessors used a rubric to assess video recordings of the teams’ task completion, and then participated in a group interview. The completed rubrics and the interview transcript were analyzed using content analysis. Findings showed that the combination of individual preparation, an interprofessional team meeting resulting in care agreements and team reflection was a strength of the assessment task, enabling the task to elicit sufficient promotive interaction between students. Areas for improvement of the assessment task were however, due to a lack of interdependence, the care agreements which now proved to be the sum of students’ intraprofessional ideas rather than an interprofessional integration of agreements. Additionally, assessors suggested that a series of varying assessment tasks is required to draw conclusions about students’ interprofessional competence.

Experiences with a national team-based learning program for advance care planning in pediatric palliative care

BackgroundAdvance Care Planning (ACP) enables patients and relatives to define and share values, goals and preferences for future medical treatment and care. The IMplementing Pediatric Advance Care Planning Toolkit (IMPACT), developed in the Netherlands, is a method for conducting ACP in pediatric palliative care. Healthcare professionals who were trained to use IMPACT, indicated their need for ongoing support to practice ACP communication skills optimally over time. Therefore, we developed a team-based learning program aimed at teaching participants how to transfer knowledge on ACP, continue practicing ACP communication skills and reflect on ACP conversations within their own team context. The aim of this study was to evaluate the program’s transfer of knowledge as well as the professionals’ experience and team reflection on ACP.MethodsA one-day IMPACT train-the-trainer course was developed and a selection of healthcare professionals (facilitators) from pediatric palliative care teams (PPCTs) from all seven Dutch university hospitals and the specialized Center for Pediatric Oncology were invited to participate. Hereafter, facilitators were asked to transfer their course-acquired knowledge to their team members (learners) by organizing two coaching-on-the-job sessions. A mixed-methods design, combining questionnaires and field notes, was used to evaluate the level of knowledge transfer and team reflection achieved.ResultsEighteen healthcare professionals in the role of facilitator participated in the train-the-trainer course. In seven PPCTs one (n = 3) or two (n = 4) coaching-on-the-job session(s) took place, attended by 29 and 17 learners, respectively. In the questionnaires, 11 facilitators indicated that they had to some extent transferred acquired knowledge to their team members as intended. Sixteen out of 21 learners who participated in at least one coaching-on-the-job session, reported (somewhat) increased self-confidence for conducting ACP conversations. The reported main strength of the program was practicing with/learning from colleagues whereas dealing with workload and variation in existing ACP skills within PPCTs need more attention.ConclusionsThe newly developed team-based learning program resulted in intended transfer of knowledge and methodical reflection on ACP in coaching-on-the-job sessions in most participating PPCTs. Planning coaching-on-the-job sessions regarding ACP in pediatric palliative care with multiple healthcare professionals is challenging and needs more emphasis in the training.

Self- and observer ratings of team reflection: A mixed methods approach

The extent to which self- and observer ratings of team reflection are related and whether the different data sources can explain incremental variance in team performance improvement has not yet been examined. We therefore studied teams working on a hidden profile task. Team reflection was measured using self-reports and audio data. Self- and observer ratings did not correlate with each other but simultaneously predicted team performance improvement. In contrast to self-ratings, observer-rated quality positively predicted performance improvement independent of controlling for observer-rated quantity. Conclusively, both data sources appear to be diagnostically valuable and should be considered when examining team reflection.

A preliminary study of collaborative group intervention with recovered peer supporters for eating disorders: Analyses including comparisons between in‐person and online sessions

AbstractAimsThis study aimed to evaluate the impacts of a single‐session group intervention for individuals with an eating disorder that involved collaborations between peer supporters, who had recovered from an eating disorder, and psychological professionals. We also compared intervention effects between in‐person and online settings.MethodsParticipants with an eating disorder were recruited through online platforms and public promotional materials. The inclusion criteria involved individuals who had current eating disorders and were willing to openly share their experiences during the session in which the Reflecting Team method was applied.ResultsThe analysis included 103 participants (75 in‐person and 28 online). We found significant time‐based effects (F(1, 101) = 70.390, p < 0.001, ηG2 = 0.083), which indicated that participants experienced reductions in feelings of isolation, hopelessness associated with their eating disorder, and belief in the incurability of their disorder following the group interventions. No significant differences were observed between in‐person or remote sessions (F(1, 101) = 0.087, p = 0.768, ηG2 = 0.001).ConclusionsOur findings suggest that peer supporters serve as a source of hope for individuals with eating disorders, even within group settings. Furthermore, the similar outcomes across in‐person and online sessions show the promise of remote group sessions as a novel means of support for individuals with eating disorders, regardless of their geographical location. However, future randomized controlled trials of continuous group therapy sessions are essential to confirm their effectiveness.

Risk assessment of healthcare workers’ exposure to physical load in relation to patient handling and movement: a feasibility study of the instrument TilThermometer

BackgroundWork-related musculoskeletal disorders are common among healthcare workers (HCWs) but might be prevented by risk assessment and further promotion of occupational safety and health.The aim of this study was to investigate if the risk assessment instrument TilThermometer can be used to identify risk profiles of physical exposure in HCWs working with patient handling and movement (PHM). Further aims were to describe HCWs’ perceptions and experiences of using the TilThermometer.MethodsThis feasibility study has a mixed design methodology. In total, 54 HCWs from 17 Swedish care units participated and performed risk assessments with the TilThermometer. Data collected from the risk assessments were used to identify risk profiles of physical exposure. HCWs’ experiences of using the TilThermometer were collected from activity logs and analysed qualitatively. Three questionnaires were used to assess perceived acceptability, appropriateness, and feasibility of the risk assessment, and eight study specific questions were used for perceived usefulness.ResultsThe TilThermometer was used at the care units by assessing each care recipient, and when compiling the data at a group level, a summarized risk profile for the care unit could be provided. Risk for physical exposure was reported as high in two work tasks; no care unit used the high-low adjustable seat when showering care recipients sitting down, and 13% used the recommended assistive devices when putting compression stockings on. However, 99% used high-low adjustable assistive devices when caring and bathing care recipients lying down. TilThermometer was described as easy to use, enabling team reflections and providing an overview of the care units’ recipients and workload, but difficulties in categorizing for mobility groups were also reported. The TilThermometer was, on a five-point scale, perceived as acceptable (mean 3.93), appropriate (mean 3.9), and feasible (mean 3.97). These scores are in line with questions evaluating usefulness.ConclusionThe risk assessment provided risk profiles with potential to contribute to care units’ development of a safe patient handling and movement practice. The findings suggest that the TilThermometer can be used to assess risks for physical exposure in relation to patient handling and movement in care units at hospital and nursing homes.

Equity, diversity and inclusion in simulation-based education: constructing a developmental framework for medical educators

BackgroundThemes of equity, diversity and inclusion (EDI) arise commonly within healthcare simulation. Though faculty development guidance and standards include increasing reference to EDI, information on how faculty might develop in this area is lacking. With increasingly formal expectations being placed on simulation educators to adhere to EDI principles, we require a better understanding of the developmental needs of educators and clear guidance so that teams can work towards these expectations. Our study had two aims: Firstly, to explore the extent to which an existing competency framework for medical teachers to teach ethnic and cultural diversity is relevant for simulation educator competency in EDI, and secondly, informed by the data gathered, to construct a modified competency framework in EDI for simulation educators.MethodsWe engaged our participants (10 simulation faculty) in a 5-month period of enhanced consideration of EDI, using the SIM-EDI tool to support faculty debriefing conversations focussed on EDI within a pre-existing programme of simulation. We interviewed participants individually at two timepoints and analysed transcript data using template analysis. We employed an existing competency framework for medical teachers as the initial coding framework. Competencies were amended for the simulation context, modified based on the data, and new themes were added inductively, to develop a new developmental framework for simulation educators.ResultsInterview data supported the relevance of the existing competency framework to simulation. Modifications made to the framework included the incorporation of two inductively coded themes (‘team reflection on EDI’ and ‘collaboration’), as well as more minor amendments to better suit the healthcare simulation context. The resultant Developmental Framework for Simulation Educators in EDI outlines 10 developmental areas we feel are required to incorporate consideration of EDI into simulation programmes during the design, delivery and debriefing phases. We propose that the framework acts as a basis for simulation faculty development in EDI.ConclusionsSimulation faculty development in EDI is important and increasingly called for by advisory bodies. We present a Developmental Framework for Simulation Educators in EDI informed by qualitative data. We encourage simulation teams to incorporate this framework into faculty development programmes and report on their experiences.

Knowledge trajectory of eSports as an emerging field of research

PurposeResearch on electric sports (eSports) has experienced significant growth in recent years as a consequence of increasing connectivity, institutionalization, and technological advances. However, the interdisciplinary nature of the eSports as a field and the burgeoning growth in eSports articles have rendered it necessary to conduct a systematic review of extant literature to take stock of the knowledge accumulated. To this end, we aim to undertake a comprehensive review of extant literature that takes stock of published research to derive opportunities for future research in the realm of eSports. In so doing, we contribute to the advancement of the field by mapping out the knowledge trajectory of eSports research and elucidating areas that have remained underexplored thus far.Design/methodology/approachTo conduct systematic review of the eSports literature, we employed a framework that included six essential steps: protocol, search, appraisal, synthesis, analysis, and report. This comprehensive approach enables us to meticulously investigate the existing body of literature on eSports and identify key trends and topics addressed within the field. By conducting the multidisciplinary systematic literature review, we thoroughly assess the current state of eSports literature and subsequently outline potential research avenues that can contribute to eSports fields.FindingsThis study draws on a six-phase framework – member preparation, team formation, character selection, team coordination, team performance, and team reflection – to illustrate the roles played by different levels of analysis unit (i.e. characters, players, and teams) and three distinct yet interconnected stages (i.e. inputs, process, and outputs) within eSports games as well as the research opportunities it brings.Originality/valueWe conducted a rigorous systematic review of the eSports literature by using quantitative citation analysis and qualitative content analysis. Furthermore, we adopted team dynamic view of eSports to identify potential research avenues for future research that contribute to advancing our understanding of the eSports tournaments.

The multilevel well‐being paradox: Towards an integrative process theory of coping in teams

SummaryContemporary work teams are increasingly faced with external pressures and changing demands that thrust them into stressful conditions that require coping to maintain not only performance but also well‐being. In this paper, we treat the COVID‐19 pandemic as an extreme case of multilevel stressors and coping in teams to investigate how teams and their members simultaneously cope with stressors at both individual and team levels and the impacts this has on their well‐being. We conducted a longitudinal qualitative multi‐case study involving 12 teams, utilizing data from 69 members collected through diaries, interviews, and surveys over a period of 6 months. Our findings illustrate how the needs and coping efforts of teams and individuals can sometimes conflict, resulting in opposing states of well‐being at different levels. We frame this phenomenon as the multilevel well‐being paradox. Our emergent process model of multilevel coping in teams suggests that teams thrive when they establish a shared appraisal of stressors and coping options through active team reflection, and when they adopt coping approaches that align with the specific stressors experienced at both levels. This study advances our understanding of coping in teams by illuminating the intricate interplay between team and individual well‐being and highlighting the paradoxical nature of this relationship.

How to evaluate a multi-country implementation-focused network: Reflections from the Quality of Care Network (QCN) evaluation.

Learning about how to evaluate implementation-focused networks is important as they become more commonly used. This research evaluated the emergence, legitimacy and effectiveness of a multi-country Quality of Care Network (QCN) aiming to improve maternal, newborn and child health (MNCH) outcomes. We examined the QCN global level, national and local level interfaces in four case study countries. This paper presents the evaluation team's reflections on this 3.5 year multi-country, multi-disciplinary project. Specifically, we examine our approach, methodological innovations, lessons learned and recommendations for conducting similar research. We used a reflective methodological approach to draw lessons on our practice while evaluating the QCN. A 'reflections' tool was developed to guide the process, which happened within a period of 2-4 weeks across the different countries. All country research teams held focused 'reflection' meetings to discuss questions in the tool before sharing responses with this paper's lead author. Similarly, the different lead authors of all eight QCN papers convened their writing teams to reflect on the process and share key highlights. These data were thematically analysed and are presented across key themes around the implementation experience including what went well, facilitators and critical methodological adaptations, what can be done better and recommendations for undertaking similar work. Success drivers included the team's global nature, spread across seven countries with members affiliated to nine institutions. It was multi-level in expertise and seniority and highly multidisciplinary including experts in medicine, policy and health systems, implementation research, behavioural sciences and MNCH. Country Advisory Boards provided technical oversight and support. Despite complexities, the team effectively implemented the QCN evaluation. Strong leadership, partnership, communication and coordination were key; as were balancing standardization with in-country adaptation, co-production, flattening hierarchies among study team members and the iterative nature of data collection. Methodological adaptations included leveraging technology which became essential during COVID-19, clear division of roles and responsibilities, and embedding capacity building as both an evaluation process and outcome, and optimizing technology use for team cohesion and quality outputs.

Supporting transplant athletes: perspectives on delivery of a sports performance and well-being service at the British Transplant Games.

Evidence suggests that engaging in physical activity improves the mental and physical health of transplant recipients. An opportunity to be more active could be participating in the national and international network of Transplant Games. Although the literature on motivations for and the experience of taking part in the Games is available, little is known about what role applied practitioners, specifically sport and exercise psychologists could play as transplant recipients prepare and compete. This paper offers perspectives on the provision of a sports performance well-being service delivered at the British Transplant Games. The paper consists of several sections. The first offers background and how the service came into being. The second provides details of the model and philosophy that underpinned the service delivery. The third includes the trainee and exercise practitioner's casework and the challenges therein. Informed by the team's reflections and post-games survey the final section proposes recommendations for future applied sport and exercise services at this unique event.

Introducing a conceptual framework for reflective team dialogue to foster interdisciplinary collaboration in community health centers in Flanders & Brussels

Short intro: By facilitating a reflective team dialogue on key elements of interdisciplinary care, the framework “Complementary Care” supports primary care teams in shifting from multidisciplinary to interdisciplinary collaboration.
 Abstract: The Association of Community Health Centers (CHC) overarches a diverse set of 37 interdisciplinary primary care practices in Flanders and Brussels. The centers are funded via a needs based capitation model. Although team collaboration is facilitated by practical and financial factors, there was a need for strengthening interdisciplinary collaboration. 
 A reflective framework was developed by an interdisciplinary group of primary care professionals. It was described that the CHCs wanted to evolve from task shifting towards task sharing. In task shifting, care tasks are delegated from one team member to another team member. Task sharing however is a the uptake of integrated care by the whole team in shared responsibility and based on a shared vision of care, via the acknowledgment, recognition and optimal usage of the qualities in the interdisciplinary team. A participative trajectory, including 47 primary care professionals from 11 different disciplines, led to the identification of six essential buildings stones to work towards task sharing: (1) the acknowledgment of other team members in their expert role, (2) the composition of the team, (3) self care, (4) shared ownership, (5) speaking a common language and (6) a sense of equality within the team. The developed framework has been tested as a discussion tool in 5 interprofessional teams. Preliminary evaluation shows that it has led to the implementation of quick wins and more profound transitions towards integrated care. A further dissemination of the framework is planned trough in-site visits of CHCs. 
 

Moral learning through caring stories of nursing staff.

Implementing person-centred care (PCC) in nursing homes is challenging due to a gap between theory and practice. Bridging this gap requires suitable education, which focuses on learning how to attune care to the values and preferences of residents and take moral, relational, and situational aspects into account. Staff's stories about the care they provide (i.e. caring stories) may deliver valuable insights for learning about these aspects. However, there is limited research on using staff's narratives for moral learning. This study aims to provide insight into the perspectives of nursing staff on using their caring stories to learn about PCC. In this qualitative research, we conducted two rounds of interviews with 17 participants working in nursing homes. We wanted to obtain nursing staff's perceptions of working with their caring stories and the impact on PCC. Participation was voluntary, and participants provided written consent. The study protocol is approved by The Institutional Review Board of the Medical Ethical Committee Leiden-Den Haag-Delft. Working with caring stories enables nursing staff to provide PCC and improves job satisfaction. It increases awareness of what matters to residents, fosters information rich in context and meaning, and enhances voice and vocabulary. Through in-depth team reflections, nursing staff discussed the significant moments for residents, which centralizes the discussions on the moral quality of care. Working with caring stories fosters dialogue on PCC and enhances reflection on ethical situations in daily encounters, contributing to the moral development of nursing staff. Putting nursing staff's narratives at the centre of learning suits their daily practice and intrinsic motivation. Therefore, the outcomes of this study are an addition to the existing literature about using narratives in long-term care. Using nursing staff's narratives contributes to PCC and positively impacts nursing staff. We recommend using staff's caring stories as a vehicle for moral learning in the transition to PCC.

The Impact of Interactive Memory Systems on Team Creativity: The Mediating Role of Shared Mind Models and the Moderating Role of Team Reflection

The Impact of Interactive Memory Systems on Team Creativity: The Mediating Role of Shared Mind Models and the Moderating Role of Team Reflection

Advancing Students’ Teamwork Competency via an Action Research Intervention: Lessons Learned and Their Implications

Although teamwork skills are imperative for students’ future success in the workplace, teamwork in academic settings does not always provide students with the necessary teamwork competencies. The current study used action research principles to design and implement a teamwork competency training intervention featuring cycles of reflection and addressing previous shortcomings through action plans. Undergraduate college students (n = 108) in teams of 3–5 completed five team-based projects. After each project, teams provided individual and team reflections, ratings of team members’ contributions, perceived ratings of team performance, and action plans for the next project. Using qualitative analysis, we identified the most common themes in students’ reflections and action plans, explored changes in those themes across the five projects, and related those themes to the teams’ perceived performance. Current findings provide evidence that implementation of action research processes in academic teamwork may advance students’ teamwork competency in planning, time management, equal contributions, interpersonal skills, and team cohesion. We conclude that instructors may utilize these strategies to address issues in student teamwork and provide a structure to support the development of students’ teamwork skills.

Reducing Violence Through Chess: Involving Pre-service Teachers in Participatory Action in Schools

In this article, I critically reflect and describe how our Chess Development Project (CDP), initiated by pre-service teachers at a university in South Africa, helped create a safer, non-violent, and more supportive school environment. This participatory action research (PAR) project highlights the idea that higher education institutions should not only add to knowledge production but also contribute to practical improvement in the community. In this project, we introduced one sports code, chess, in a township school to reduce violence. The research question addressed was: To what extent does learner engagement in the CDP by pre-service teachers reduce school violence and bridge the gap between the university and the school? We set out to explore and discuss the potential of using chess as an educational tool for creating awareness, improving knowledge, and changing attitudes towards the challenges the learners face in life. The data collection techniques used were field notes, student assistant notes, interviews, questionnaires, and transcribed recordings of our research team reflections. As the coordinator of the project, I played the role of facilitator between the pre-service teachers and the township school. The findings suggest that this project was transformative. As a collective, the students and I became more aware of the day-to-day challenges that schools and communities face in the township areas in South Africa.

Integrating clinical psychology into a liaison psychiatry for older people service: A reflection

This reflective piece explores the integration of clinical psychology into an older adult liaison psychiatry service within Cardiff and Vale University Health Board. A scoping exercise was conducted by a clinical psychologist and an assistant psychologist to assess whether there was a role for clinical psychology and to define its functions within the service. Referrals to clinical psychology during the scoping exercise comprised requests for additional support in complex cases, team reflection, and specific psychological interventions. The scoping exercise revealed the need for a clinical psychologist to be embedded within the liaison psychiatry service, with their role encompassing various aspects of patient care, consultation, training, and service development. The psychologist should be experienced working in a medical setting and be able to prioritise their workload. There was also a defined role for an assistant psychologist. The article offers reflections on challenges faced by staff within the service, and how the integration of psychology offered valuable contributions to patient care, team dynamics, and system-wide improvements. This reflection emphasises the importance of clinical psychologists working in older adult liaison psychiatry services.