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Publication Pressure ulcers and the prone position(MA Healthcare, 2020-06-25) Stephen-Haynes, Jackie; Maries, Monique; Maries, Monique; Nursing and Midwifery RegisteredNo abstract availablePublication The midclavicular catheter: a clinical audit(Sage, 2022-10) Phelps, Julian; Phelps, Julian; Nursing and Midwifery RegisteredBackgroud: Vascular access devices (VAD) are usually divided into two categories: peripheral venous catheters (PVC) and central venous access devices (CVAD). These categories broadly determine where the tips of these devices terminate. Typically, peripheral catheters do not enter the chest and terminate prior to the axillary line (Gorski et al., 2021). Whereas the tips of a CVAD enters the larger central veins of the body, namely the lower superior vena cava (SVC), upper right atrium (RA) or the inferior vena cava (IVC) (Hill, 2019). Globally, controversy and variations exist around the optimal tip positioning of VADS. The midline catheter is a peripheral venous access device and according to most guidance, the tips of these devices should terminate before the level of the axilla (Gorski, 2021). Recently, an alternative tip position for the midline catheter has been described by Pittiruti (2021). This position is within the midclavicular area. A device terminating in this region is called a midclavicular catheter (MC).A clinical practice audit was performed by the author. Aim: The audit aim was to study the performance of the MC device and to add to the limited body of evidence around this device positioning. Methodology: From September 2020 to August 2021, 243 polyurethane midline catheters were inserted in paediatric and adult patients with a range of ages and genders and conditions. A modified seldinger technique was used. Findings: Early audit findings suggest that the MC device is a realiable and safe device for peripherally compatible drugs as the majority of these devices have dwelled for the length of treatment (full data will be available soon).Publication Perceived power dynamics in nursing education on students’ learning experience in Ghana(Public Library of Science, 2025-08-01) Poku, Collins; Agyare, Veronica; Baafi, Samuel; Attafuah, Priscilla; Berchie, Eunice; Baafi, Samuel; Nursing and Midwifery RegisteredIntroduction: Educator-student connectedness is where students can thrive, even amid failure, preserving their worth and self-dignity. Every relationship may have challenges, which is no different in nursing education. Students are sometimes unhappy with the educator-student relationship, as power creates a certain distance that must be appropriately exhibited. The study explored the perceived power dynamics of the educator-student relationship in nursing education. Methods: The study utilised an exploratory, descriptive qualitative approach to understand student nurses' educator-student interaction. Twenty-four final-year students were involved in the study based on information power. Thematic analysis was used to generate codes, sub-themes, and themes. Findings: Two main themes emerged: 1) difficulties faced by students and 2) the perceived impact of power dynamics. The identified subthemes include issues with teaching methods, feelings of suppression, and discouraging attitudes of educators. The findings further showed that students often pretend to understand when an educator becomes angry, reflecting the power dynamics in the classroom, where students may feel powerless to challenge authority even when their academic needs are unmet. Additionally, there is a lack of student autonomy, which affects their mental well-being and development as competent professionals. Conclusion: Students are expected to develop critical thinking skills and become advocates for their patients; however, when their voices are suppressed, it is unlikely that they will confidently advocate for others in clinical settings. Suppressing their concerns can lead to long-term consequences, affecting their ability to question clinical decisions and their willingness to speak up for patient safety. Educational institutions should provide professional development on creating inclusive and supportive classroom dynamics to mitigate the adverse effects of power imbalances.Publication Midclavicular tip positioning of midline catheters: a service improvement project(MA Healthcare, 2025-07-21) Phelps, Julian; Phelps, Julian; Nursing and Midwifery RegisteredPeripheral and central venous catheters have been in use for many years. Recently, a new device tip position (midclavicular) has been recognised. This service improvement project aimed to evaluate the effectiveness of placing a catheter in this position. The evaluation demonstrated that this is a satisfactory position for a catheter tip to reside as complications were minimal and devices lasted for the length of therapy for most patients. The midclavicular catheter allowed blood draws and avoided the need for many patients to have a peripherally inserted central catheter to do this.Publication Exploring the evolving relationship between students and nurse educators in tertiary institutions in Ghana(Biomed Central, 2025-04-21) Agyare, Veronica; Poku, Collins; Baafi, Samuel; Berchie, Eunice; Attafuah, Priscilla; Baafi, Samuel; Nursing and Midwifery RegisteredBackground As most nursing academics have suggested, training student nurses to be professionals with all the qualities of a good nurse requires time and attention to detail. Students in the nursing program exhibit enthusiasm and dedication to succeeding in their chosen field from the moment they are accepted into the school. This comes with varied expectations regarding teaching, learning, and relationships with educators. It is essential how teaching and learning are affected by the student-nursing-tutor interaction, which significantly impacts learning, growth, and professional development. This study explored the evolving relationship between students and educators in nursing institutions from the perspective of students. Methods The study used an exploratory, descriptive qualitative approach to understand the phenomenon. Participants in the final year of their training were recruited, and a focused group discussion was conducted. Thirty participants, all students, were involved in the study. Data saturation determined the sample size. All the interactions were audio-recorded and transcribed verbatim. Transcriptions were analysed using thematic analysis. Results The findings revealed two main themes, initial relationship and subsequent relationship, with related subthemes: uncertainty regarding the initial relationship, welcoming relationship, influencers of subsequent relationship and adaptational relationship. Students mentioned that they are admitted into nursing institutions with personal expectations and preconceived notions about educators, leading to interaction uncertainty. Some of these notions were confirmed as their expectations were unmet. It was reported that students experienced a welcoming first interaction. However, the subsequent relationship was influenced by educators’ attitudes and teaching approaches. Overall, students described the student-tutor relationship as adaptational. Conclusion This study provides actionable recommendations for improving nursing education practices in Ghana. Findings reiterate the impact of unhealthy student-educator relationships on learning and teaching outcomes; therefore, educators should deliberately enhance their relationships by properly socialising students into the profession and acting as role models. Educators should regularly reflect on student interactions and enhance their skills for better output.Publication Promoting evidence-based practice and nursing excellence: How involvement in a Magnet4Europe® research study led to development of critically appraised topics sessions for health care staff(Wiley, 2023-08-22) Jones, Beverley; O'Connor, Claire; Jones, Beverley; O'Connor, Claire; Nursing and Midwifery Registered; Admin and ClericalBackground: Gloucestershire Hospitals NHS Foundation Trust (GHNHSFT) is actively participating in the Magnet4Europe® research study, which aims to advance nursing excellence and promote evidence-based practice. Objectives: As part of this initiative, the Nursing, Allied Health Professional and Midwifery Research Council at GHNHSFT has been actively engaging colleagues in evidence-based practice and research. Methods: This has been achieved through the development of sessions using the Critically Appraised Topics (CATs) framework, where clinical questions and relevant research articles are discussed. Results and discussion: This article describes the collaborative approach between the Lead Nurse for Continual Professional Development and the Deputy Manager of the Library and Knowledge Services to develop and run the sessions. Conclusion: Collaboration between clinical staff and library and knowledge teams can be useful in encouraging healthcare professionals' engagement with the evidence base in order to consider changes to practice. Keywords: collaboration; critical appraisal; evidence-based nursing; information literacy.