Suchergebnisse

IntroductionWhile linkage units perform population data linkage with high efficiency, other parts of the workflow from custodians to researchers remain largely outside the control of linkage operators. Most importantly, resource constraints at data custodians often limit quality control (QC) efforts and lead to delays in the data delivery to researchers.
Objectives and Approachovercome these challenges, we have created the Data integration Unit (DIU) to undertake content data management and delivery in conjunction with the custodians who remain the principal data curators. Data is managed in the Custodian-Controlled Data Repository (CDDR) a highly secure virtual repository for data storage, analysis and access, established and operated by the DIU. Stringent controls for user access and data flows ensure that data is provided safely by custodians. Overseen by the custodians, DIU staff undertake QC activities, and integrate and deliver multiple datasets for approved linkage projects.
ResultsLong-term data storage in the CCDR decreases data custodian workloads by reducing the frequency of content data provision to periodic updates. Feedback loops built into the QC process allow custodians to improve their datasets by learning from data issues identified by the DIU.
Extensive QC undertaken by DIU staff on individual datasets and data validation across multiple datasets held in the CCDR ensure that the quality of data provided to researchers is improved. Moreover, DIU staff dedicated to data integration provide faster content data delivery to researchers. Lastly, the CCDR reduces the number of custodians researchers need to liaise with for data provision.
Conclusion/ImplicationsOperational since February 2018, the DIU has delivered content data for several linkage projects, based on key datasets stored in the CCDR. The incorporation of additional datasets is currently negotiated.
Recognising recent developments in secure analytics infrastructure, the further evolution of the CCDR towards a cloud-based model is anticipated.

Aim To examine and describe disciplinary discourses conducted through professional policy and regulatory documents in nursing and midwifery in Ireland. Background A key tenet of discourse theory is that group identities are constructed in public discourses and these discursively constructed identities become social realities. Professional identities can be extracted from both the explicit and latent content of discourse. Studies of nursing's disciplinary discourse have drawn attention to a dominant discourse that confers nursing with particular identities, which privilege the relational and affective aspects of nursing and, in the process, marginalize scientific knowledge and the technical and body work of nursing. Design We used critical discourse analysis to analyse a purposive sample of nursing and midwifery regulatory and policy documents. Method We applied a four‐part, sequential approach to analyse the selected texts. This involved identifying key words, phrases and statements that indicated dominant discourses that, in turn, revealed latent beliefs and assumptions. The focus of our analysis was on how the discourses construct professional identities. Findings Our analysis indicated recurring narratives that appeared to confer nurses and midwives with three dominant identities: "the knowledgeable practitioner," the "interpersonal practitioner" and the "accountable practitioner." The discourse also carried assumptions about the form and content of disciplinary knowledge. Conclusions Academic study of identity construction in discourse is important to disciplinary development by raising nurses' and midwives' consciousness, alerting them to the ways that their own discourse can shape their identities, influence public and political opinion and, in the process, shape public policy on their professions.

Aim. To examine and describe disciplinary discourses conducted through professional policy and regulatory documents within nursing and midwifery in Ireland. Background. A key tenet of discourse theory is that group identities are constructed in public discourses and these discursively-constructed identities become social realities. Professional identities can be extracted from both the explicit and latent content of discourse. Studies of nursing's disciplinary discourse have drawn attention to a dominant discourse that confers nursing with particular identities, which privilege the relational and affective aspects of nursing, and in the process, marginalise scientific knowledge and the technical and body work of nursing. Design. We used critical discourse analysis to analyse a purposive sample of nursing and midwifery regulatory and policy documents. Method. We applied a four-part, sequential approach to analysing the selected texts. This involved identifying key words, phrases and statements that indicated dominant discourses that, in turn, revealed latent beliefs and assumptions. The focus of our analysis was on how the discourses construct professional identities. Findings. Our analysis indicated recurring narratives that appeared to confer nurses and midwives with three dominant identities: 'the knowledgeable practitioner', the 'interpersonal practitioner' and the 'accountable practitioner'. The discourse also carried assumptions about the form and content of disciplinary knowledge. Conclusions. Academic study of identity construction in discourse is important to disciplinary development by raising nurses' and midwives' consciousness, alerting them to the ways that their own discourse can shape their identities, influence public and political opinion and, in the process, shape public policy on their professions.

Aims and objectives To inform and guide the development of a future model of specialist and advanced nursing and midwifery practice. Background There is a sizable body of empirical literature supporting the unique contributions of specialist and advanced practice roles to health care. However, there is very little international evidence to inform the integration of a future model for advanced or specialist practice in the Irish healthcare system. Design A qualitative study was conducted to initiate this important area of inquiry. Methods Purposive sampling was used to generate a sample of informants (n = 15) for the interviews. Nurses and midwives working in specialist and advanced practice and participants from other areas such as legislative, regulatory, policy, medicine and education were included in the sampling frame. Results Arguments for a new model of specialist and advanced practice were voiced. A number of participants proposed that flexibility within specialist and advanced practitioner career pathways was essential. Otherwise, there existed the possibility of being directed into specialised "silos," precluding movement to another area of integrated practice. Future specialist and advanced practice education programmes need to include topics such as the development of emotional and political intelligence. Conclusion The contribution of specialist and advanced practice roles to the health service includes providing rapid access to care, seamless patient flow across services, early discharge and lead coordinator of the patient's care trajectory. There was a recommendation of moving towards a universal model to cultivate specialist and advanced nurse and midwife practitioners.