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Voice record

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THE END

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The fundamental managerial challenges in the role of a contemporary district nurse: A discussion (2017)

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The fundamental managerial challenges in the role of a contemporary district nurse: A discussion (2017)

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Can be applied to Secondary care too and can support your responsibilities for challenging practice

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1.Review the use of the research question formulation tool SPICE and apply it to the research paper titled Loving Nursing and Taking Responsibility: Strategies for Transitioning to practice (2018)
Do you agree with the answer provided?

2.Review the 3 themes from the paper. Do they resonate with you? Do the research themes directly answer the research question on the research paper?

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S- 4 UNIVERSITIES in Lebanon
P- STUDENT NURSES no less than 244 hours practice experience
I-TAKING RESPONSIBILITY
C-NONE
E-TRANSITIONING TO PRACTICE
THE THEMES
a)Being unprepared,”
b)“learning unexpected lessons,” and
c)“taking responsibility.”

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The above document is not part of your new curriculum but it does have some interesting aspects to it regarding the nurses responsibilities for challenging practice  and are still relevant today such as:
"They must be able to recognise and address ethical challenges relatingto people’s choices and decision-making about their care, and act within the law to helpthem and their families and carers find acceptable solutions."
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Re:MH nurses-"They must work with service users, carers, other professionals and agencies to shape future services, aid recovery and challenge discrimination and inequality."
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"Practise in a holistic, non-judgmental, caring and sensitive manner that avoidsassumptions, supports social inclusion; recognises and respects individual choice; andacknowledges diversity. Where necessary, they must challenge inequality, discriminationand exclusion from access to care"

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Meeting the challenge of reducing stress and building resilience in the NHS workforce

4 April 2019

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This site uses cookies. By continuing to use this site you agree to our use of cookies.

You are here

A new framework aimed at helping health and social care employers improve the mental wellbeing of their employees has been launched today by Health Education England (HEE).

The Workforce Stress and the Supportive Organisation - A framework for improvement through reflection, curiosity and change encourages employers to take a closer look at the systems they currently have in place for managing staff wellbeing, it challenges them to give greater consideration to the impact workforce stress has on staff and look at the role they can play in providing better support to staff who may need It.

Health Education England commissioned the National Workforce Skills Development Unit (NWSDU) at the Tavistock and Portman NHS Foundation Trust to develop a resource to get employers to rethink how they deal with workforce stress.

The framework gives further weight to the Mental Health and Wellbeing Commission and its recommendations that employers need to take steps to support staff in building resilience but is a separate initiative to give further guidance and support to employers.

It also talks about the impact of leadership, capacity and capability on workforce mental wellbeing and what employers need to consider.

Professor Lisa Bayliss-Pratt, Chief Nurse at HEE said:

"We must prioritise and improve the physical and mental health and wellbeing of our staff. Staff are our greatest resource - we need to support them to ensure they are the best they can be and provide high quality care.

"This comprehensive framework that has been trialled and tested by NHS organisations provides employers with both practical and theoretical help putting in place the structures and processes needed to support employees deal with the pressures they often face.

Ian J Tegerdine, Associate Director at the National Workforce Skills Development Unit, added

"We are excited to have been commissioned by HEE to contribute to the thinking on making the NHS the best place to work and on the challenges of staff absence and retention.

"We believe that shifting the focus away from individual resilience and encouraging more thought about system and organisational support is key to making positive change. We look forward to sharing our framework for improvement through reflection, curiosity and change at this conference."

HEE envisages an NHS where staff and learners are happy and feel fulfilled in their work, where they look forward to going to work and are proud of the care they provide to their patients. There is good evidence that happy staff are more compassionate and provide safer care.

For further information visit https://www.hee.nhs.uk/our-work/mental-health
A printer-friendly version of the framework is available to download.

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Meeting the challenge of reducing stress and building resilience in the NHS workforce

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This site uses cookies. By continuing to use this site you agree to our use of cookies. quote HEE facebook linkedin twitter bracketDetail search file-download keyboard-arrow-down keyboard-arrow-right close event-note You are here A new framework aimed at helping health and social care employers improve the mental wellbeing of their employees has been launched today by Health Education England (HEE).

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What does Enabling Professionalism say about challenging practice

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What does Enabling Professionalism say about challenging practice

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"Problem solving • Able to challenge  • Reflective • Evidence based"
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" Nurses and midwives want to celebrate good practice, support improving practice and challenge poor practice to uphold the standards of the professions for the good of the public"
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"The nursing and midwifery professions want to facilitate change and improve outcomes for people. They have the clinical innovation to help meet the challenges facing the NHS and those they serve."

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Take a look at the 7 platforms in this document and you could utilise as a framework to support your independent learning journey (LO5)

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What does Future Nurse says about challenging Practice

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What does Future Nurse says about challenging Practice

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"5.9 demonstrate the ability to challenge and provide constructive feedback about care delivered by others in the team"

"2.17 recognise and respond to challenging behaviour, providing appropriate safe holding and restraint"

"7.5 understand and recognise the need to respond to the challenges of providing safe, effective and person-centred nursing care for people who have co-morbidities and complex care needs"

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Loving Nursing and Taking Responsibility: Strategies for Transitioning to practice (2018)

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Loving Nursing and Taking Responsibility: Strategies for Transitioning to practice (2018)

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Challenges facing nursing education in the advanced health care environment

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What does it say about older people and Ageing Well

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People in England can now expect to live for far longer than ever before - but these extra years of life are not always spent in good health, with many people developing conditions that reduce their independence and quality of life.
The NHS has a key role to play in helping older people manage these long-term conditions, making sure they receive the right kind of support to help them live as well as possible.

Our NHS Long Term Plan will give them greater control over the care they receive, with more care and support being offered in or close to people's homes, rather than in hospital.

We will also make better use of technology such as wearable devices and monitors to support people with long term health problems in new ways, helping them to stay well and live independently for longer.

What we will do

Promote a multidisciplinary team approach where doctors, nurses and other allied health professionals work together in an integrated way to provide tailored support that helps people live well and independently at home for longer

Give people more say about the care and support they receive, particularly towards the end of their lives

Offer more support for people who look after family members, partners or friends because of their illness, frailty or disability

Develop more rapid community response teams, to support older people with health issues before they need hospital treatment and help those leaving hospital to return and recover at home

Offer more NHS support in care homes including making sure there are strong links between care homes, local general practices and community services. An updated version of The Framework for Enhanced Health in Care Homes' has now been published.

Putting it into practice - Ray's story
The Jean Bishop Integrated Care Centre (ICC) in Hull is a totally different way of caring for patients.
Ray Eshelby was one of the first patients at the Jean Bishop Integrated Care Centre (ICC). Prior to his visit he had been housebound with a number of long term health problems which had left him at a very low point.

Initially, Ray was anxious about coming into the ICC but following an assessment at home to look at his health and care needs, he was accompanied by his wife and carer Val to the centre. There he received support from a number of health professionals working together, including a community geriatrician who reviewed his medication.

Now on better medication and with an electric wheelchair, Ray was more confident about leaving his house, and was able to spend time in East Park with Val in the Hull neighbourhood where they had lived all their lives.

Hear Ray and his wife Val talk about what a difference the centre made to their lives.

Find out more

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People in England can now expect to live for far longer than ever before - but these extra years of life are not always spent in good health, with many people developing conditions that reduce their independence and quality of life.

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Starting Well

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By wrapping care around the mother and her family, the NHS will make sure we give every child the best start in life possible, from birth to their transition into adulthood.
The NHS Long Term Plan will continue to improve maternity care over the next decade, while also improving services for children with common long-term conditions like asthma, epilepsy and diabetes.

These plans include making sure safety in maternity services continues to improve, offering women more choice, and specialist support is given to mothers who are at risk of premature birth, including support to stop smoking.

Hundreds of thousands more women will benefit from continuity of carer during pregnancy, which makes sure they have the same midwife throughout their pregnancy and after they have given birth. All women will be able to access their maternity notes and information online and on their smartphones too.

The Children and Young People's Transformation Programme will improve care in mental health, learning disabilities and cancer services. It will support local areas to ensure joined up care for children and young people.

What we will do

Save thousands of lives by halving the number of stillbirths, mother and child deaths and serious brain injuries

Make sure most women can have the same midwife throughout their pregnancy and beyond delivering continuity of carer to ensure personal and safe care increase support for women and men who experience mental illness during or after pregnancy

Reduce A&E attendances from children by improving children's health services, and making sure children with conditions like asthma, epilepsy and diabetes get the support they need to stay well

Treat a further 1,000 children a year for severe complications related to their obesity, such as diabetes, cardiovascular conditions, sleep apnoea and poor mental health.

Putting it into practice - perinatal mental health mother and baby units
Devon Partnership NHS Trust opened the first of four new Mother and Baby Units (MBU), repurposing unused space as a four-bed temporary MBU, allowing expectant and new mothers with serious mental health needs to be cared for with their babies.
Before this, mothers in the South West, in need of specialist perinatal mental healthcare, often had to travel long distances, as did their families.

By providing more specialist services such as this makes sure women who need inpatient care can be supported as quickly and seamlessly as possible.

Find out more

View our starting well case studies.

See what the NHS Long Term Plan says about starting well.

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By wrapping care around the mother and her family, the NHS will make sure we give every child the best start in life possible, from birth to their transition into adulthood.

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What does the Long Term Plan say about children and young people’s mental health?

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What does the Long Term Plan say about children and young people's mental health?

The Long Term Plan explains what the NHS will do over the next 10 years to expand mental health services for children and young people, reduce unnecessary delays and deliver care in ways that young people, their families and carers have told us work better for them.

Its commitments are based on the views of patients, staff, experts and stakeholders, including the young people who joined NHS England and YoungMinds at an event in 2018 to get their views on what the future of mental health services should look like.

In this series of short films, YoungMinds youth advisor Jacob asks Claire Murdoch, NHS England's National Director for Mental Health, about some of the issues raised in the plan, when changes might be made, and how young people will be involved in the future development of care.

Films produced with support from YoungMinds;
Central and North West London NHS Foundation Trust; The Hive and Jacob.

Find out more

The Long Term Plan explains how an expansion in children and young people's mental health care will be backed by more money, invested more quickly, than that being spent on both NHS funding and mental health overall.

It builds on a five-year programme to develop children and young people's mental health services which aims to ensure 70,000 more children and young people can access treatment each year by 2020/21.

In the next 10 years, the NHS will continue to widen access to community-based mental health services, including through new support in schools and colleges.

By 2023/24, at least an additional 345,000 children and young people aged 0-25 will be able to access support via NHS-funded mental health services and school or college-based Mental Health Support Teams.

As well as developing the new Mental Health Support Teams, some areas are also testing a four-week waiting time to give children and young people who need more expert support quicker access to specialist mental health services.

Investment will continue into eating disorder services to deliver the waiting time standard. Four out of five children and young people with an eating disorder now receive treatment within one week in urgent cases and four weeks for non-urgent cases. The extra investment will allow the NHS to maintain delivery of the 95% standard beyond 2020/21.

There will also be improved support for young people during a mental health crisis, 24 hours a day, 7 days a week. These will include specialist care at A&E, alternatives to hospital admissions, such as crisis and liaison teams and crisis cafes and safe havens, a single point of access to support through NHS 111 and intensive home treatment.

The NHS will also develop new approaches to supporting young adults aged 18-25 which bring together partners in health, social care, education and the voluntary sector. These will help young people who face a great deal of change in their lives at this time, which can affect their emotional wellbeing.

Use the links below to read more about what the NHS Long Term Plan says about children and young people's mental health care:

Examples of how care is changing for children and young people can be found in our case studies and blogs.

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Children and young people's mental health

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What does the Long Term Plan say about children and young people's mental health?

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May be of some use when you qualify and use as a support document and supports Dignity in Care

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What does it say about mental health

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The NHS Long Term Plan makes a renewed commitment to improve and widen access to care for children and adults needing mental health support.
Our NHS Long Term Plan will deliver the fastest expansion in mental health services in the NHS's history, with thousands more adults being able to access talking therapies for common disorders and better support being offered to children and young people.

It will also improve how the NHS treats people with severe mental illnesses, including during crisis, and will ensure more mothers experiencing severe mental health issues get the treatment they need - with their partners being offered mental health support for the first time too.

What we will do

Transform mental health care so more people can access treatment by increasing funding at a faster rate than the overall NHS budget - and by at least £2.3bn a year by 2023/24

Make it easier and quicker for people of all ages to receive mental health crisis care, around the clock, 365 days a year, including through NHS 111

Expand specialist mental health care for mothers during and following pregnancy, with mental health assessments offered to partners so they can be signposted to services for support if they need it

Expand services, including through schools and colleges, so that an extra 345,000 children and young people aged 0-25 can get support when they need it, in ways that work better for them

Continue to develop services in the community and hospitals, including talking therapies and mental health liaison teams, to provide the right level of care for hundreds of thousands more people with common or severe mental illnesses.

Putting it into practice - Fabiola's story
Fabiola began experiencing psychosis during her childhood, hearing voices which left her vulnerable and confused.
After speaking to her GP, Fabiola was referred to an Early Intervention in Psychosis Service for the expert support she needed, including talking therapy.

She explained: "After having that support, now I'm proud to say what I like, what I don't like, just simple things. I'm happy with being me."

Find out more

Take a look at our other mental health case studies.

See what the NHS Long Term Plan says about children and young people's mental health and adult mental health.

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The NHS Long Term Plan makes a renewed commitment to improve and widen access to care for children and adults needing mental health support.

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 Smith L, Mee S (2017) Patient advocacy: breaking down barriers and challenging decisions. Nursing Times; 113: 1, 54-56. 

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 Smith L, Mee S (2017) Patient advocacy: breaking down barriers and challenging decisions. Nursing Times; 113: 1, 54-56. 

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Koroush Zarea, Malek Fereidooni-Moghadam, Shahram Baraz &Noorollah Tahery (2018) Challenges Encountered by Nurses Working in Acute Psychiatric Wards: A Qualitative Study in Iran, Issues in Mental Health Nursing, 39:3, 244-250, 

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Koroush Zarea, Malek Fereidooni-Moghadam, Shahram Baraz &Noorollah Tahery (2018) Challenges Encountered by Nurses Working in Acute Psychiatric Wards: A Qualitative Study in Iran, Issues in Mental Health Nursing, 39:3, 244-250, 

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The challenges I face as a newly qualified mental health nurse

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The challenges I face as a newly qualified mental health nurse

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2018 Video

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The challenges I face as a newly qualified Mental Health Nurse

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When you consider the rules that a nurse had to follow in 1887 it gives an indication of why, historically, it has been a challenge to challenge practice!

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Nursing in a pandemic Remember to care for yourself too

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Nursing in a pandemic Remember to care for yourself too

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Royal College of Nursing, April, 2020

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My tips

Try this NURSE acronym and remember the importance of your own mental and emotional wellbeing during this challenging time:

Need to be honest

It's OK to not be OK. The most important step is to be honest about your feelings, ask for help early and try not to compare yourself to your colleagues. Everyone is different.

Understand how important you are

When you're on shift, it's vital to take your breaks. Try to get outside to enjoy some fresh air, don't forget to check on colleagues and remember to be kind to each other.

Reconnect with family, friends and loved ones

Thankfully the plethora of online platforms means we can still connect on a personal level. Make time to call those who are important to you and check in.

Switch off from work

Take time to unwind with activities that make you happy (or perhaps try something new); cooking, knitting, singing, learning an instrument, enjoying a nice bath - the list of possibilities is endless.

Ensure you take care of yourself

Looking after yourself is vital to get through this marathon. Try to eat healthily, do some light exercise and make sure you get enough sleep.

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Nursing in a pandemic: remember to care for yourself as well | Bulletin | Royal College of Nursing

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Try this NURSE acronym and remember the importance of your own mental and emotional wellbeing during this challenging time: It's OK to not be OK. The most important step is to be honest about your feelings, ask for help early and try not to compare yourself to your colleagues.

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100 years of Infection. How many of the principles here we still follow today and do our responsibilities differ?

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Fever nursing

By the early twentieth century, nurses were taking an active role in caring for infectious patients. Fever nurses washed and fed the sick, applied poultices and lotions, and monitored the patient's temperature and breathing

One of the first wards to experience the effects of Spanish Flu was St Marylebone Infirmary, London, in October 1918. The Sisters tirelessly cared for the weakened North Kensington community, as well as their own colleagues. The effect on nursing staff was devastating.

Image right: Nursing staff at Hampstead Military Hospital wear their influenza masks for a photograph, 1919

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Pandemic | Library | Royal College of Nursing

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By the early twentieth century, nurses were taking an active role in caring for infectious patients. Fever nurses washed and fed the sick, applied poultices and lotions, and monitored the patient's temperature and breathing One of the first wards to experience the effects of Spanish Flu was St Marylebone Infirmary, London, in October 1918.

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INTERNATIONAL YEAR OF THE NURSE AND MIDWIFE (2020)

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INTERNATIONAL YEAR OF THE NURSE AND MIDWIFE (2020)

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The World Health Organisation (WHO) has named 2020 as International Year of the Nurse and the Midwife, which coincides with two hundred years since the birth of Florence Nightingale.

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"In 2020, the spotlight is on us: nurses and midwives are being celebrated not just in England but across the globe. This is the chance to highlight our vast and varied skills and the work we do, and to ensure our professional voice is heard and represented at the heart of all health and care decisions and policy."
Ruth May, Chief Nursing Officer for England

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NHS England " International year of the Nurse and Midwife 2020

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"In 2020, the spotlight is on us: nurses and midwives are being celebrated not just in England but across the globe. This is the chance to highlight our vast and varied skills and the work we do, and to ensure our professional voice is heard and represented at the heart of all health and care decisions and policy."

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The Nursing Times looks back on the key figures in nursing who helped shape healthcare today (2014)

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These Are The 9 RULES All Nurses Had To Follow In 1887

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These Are The 9 RULES All Nurses Had To Follow In 1887

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Whether you're a new nurse or a seasoned nurse, it's always intriguing to take a look back at the history of the nursing profession.

The following is a job description that was given to floor nurses by a hospital back in 1887.

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These Are The 9 RULES All Nurses Had To Follow In 1887

Whether you're a new nurse or a seasoned nurse, it's always intriguing to take a look back at the history of the nursing profession.

The following is a job description that was given to floor nurses by a hospital back in 1887.

In addition to caring for your 50 patients, each nurse will follow these regulations:

1. Daily sweep and mop the floors of your ward, dust the patient's furniture and window sills.

2. Maintain an even temperature in your ward by bringing a scuttle of coal for the day's business.

3. Light is important to observe the patient's condition. Therefore, each day fill kerosene lamps, clean chimneys and trim wicks. Wash the windows once a week.

4. The nurse's notes are important in aiding the physician's work. Make your pens carefully; you may whittle nibs to your individual taste.

5. Each nurse on day duty will report every day at 7 a.m. and leave at 8 p.m. except on the Sabbath on which day you will be off from 12 noon to 2 p.m.

6. Graduate nurses in good standing with the director of nurses will be given an evening off each week for courting purposes or two evenings a week if you go regularly to church.

7. Each nurse should lay aside from each pay day a goodly sum of her earning for her benefits during her declining years so that she will not become a burden. For example, if you earn $30 a month you should set aside $15.

8. Any nurse who smokes, uses liquor in any form, gets her hair done at a beauty shop, or frequents dance halls will give the director of nurses good reason to suspect her worth, intentions and integrity.

9. The nurse who performs her labors and serves her patients and doctors faithfully and without fault for a period of five years will be given an increase by the hospital administration of five cents per day.

Please consider making a donation to Sunny Skyz and help our mission to make the world a better place.

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the 9 rules nurses had to follow in 1887

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These Are The 9 RULES All Nurses Had To Follow In 1887

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Whether you're a new nurse or a seasoned nurse, it's always intriguing to take a look back at the history of the nursing profession. The following is a job description that was given to floor nurses by a hospital back in 1887. In addition to caring for your 50 patients, each nurse will follow these regulations: 1.

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The International Council of Nurses (ICN) defines nursing as:‘Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings. It includes the promotion of health, the prevention of illness, and the care of ill, disabled and dying people. Advocacy, promotion of a safe environment, research, participation in shaping health policy and in patient and health systems management, and education are also key nursing roles.’ (ICN, 2002).

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There will be a range of issues that you will have responsibilities for as a registered nurse for challenging practice. This include:

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There will be a range of issues that you will have responsibilities for as a registered nurse for challenging practice. This include:

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1.Pandemic -Peri and post care

2.Health Informatics (the link between Nursing science, Computer science and Information/data science) and Digital Health/E-Nurse Agenda

3.Sustainability-e.g:Climate Change and Health-impact on society, economy and the environment

4. Increasing health and social care inequalities and geographical considerations

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Today's nurses run their own clinics, diagnose patients and prescribe drugs and can be found leading cutting-edge medical research. Others are in high-level management roles, and it's not unusual to find nurse academics training junior doctors alongside student nurses in university medical schools.

The responsibilities they carry, and the contribution they make to every part of the NHS - spanning the whole cycle of life from pre-conception to death - could never have been imagined by their predecessors 70 years ago.

"They were originally the handmaidens to the medics, but those boundaries have moved and their responsibilities have risen exponentially," says Toni Schwarz, head of the department for nursing and midwifery at Sheffield Hallam University, one of the largest nurse-training universities in England. "We have lifted the ceiling on where student nurses should see themselves today - it's not just about being at the patient bedside."

That view is confirmed by student nurse and career changer Clare Manley, who gave up her job as a £49,000-a-year highschool business manager to train as a nurse. Forty-two-year old Manley originally began nurse training 20 years ago, but was forced to give it up when she was diagnosed with epilepsy. But the desire to nurse - something she describes as "an itch which needed to be scratched" - stayed with her. She is now in her second year at Sheffield Hallam and plans to become a nurse consultant, probably in mental health.
Nursing associates: will they become a cheap substitute for nurses?
"That for me is where I want to go. There are four parts to the job - practice and patients, research, training and education, and some policy development," she says.

Today's student nurses are ambitious. "They want to feel they are always being developed," says Prof Lisa Bayliss-Pratt director of nursing at Health Education England, the government agency responsible for NHS workforce education and training.

It is advances in medicine and science, and the way that the burden of disease has changed over 70 years, that have influenced nurse development. Back in 1948 their priorities would have been infection control, improving sanitation and people's diet in post-war Britain. "It was doctors who gave the first antibiotics, doctors who measured blood pressure," says Prof Donna Kinnair, director of nursing, policy and practice at the Royal College of Nursing. "I think if you were to compare the knowledge of a doctor in 1948, with a qualified nurse today, there wouldn't be much difference."

An increasing older population, living longer with more complex and often multiple needs, and the growing number of people with long-term conditions such as type 2 diabetes, are perhaps the biggest issues influencing the future direction of nursing.

New nursing roles, such as nurse associate, are being developed to take on tasks traditionally performed by registered nurses, who are then free to adopt more complex work.
Nursing has been woefully managed. No wonder there's a crisis | Richard Vize
In the next 10 to 15 years the community nursing workforce is expected to grow, supporting people living in their own homes or in intermediate care. They will work in an integrated health and care system - between hospital and community - and have broader, and more advanced, clinical skills, offering complex care including pain relief and intravenous fluids.

Hospitals will become centres for patients who are acutely ill, requiring a nursing workforce who are "highly technically competent," says Schwarz. Summing up the future, Bayliss-Pratt says: "Our advance nurse practitioners of today should be the community practitioners of tomorrow."
Join the Healthcare Professionals Network to read more pieces like this. And follow us on Twitter (@GdnHealthcare) to keep up with the latest healthcare news and views TopicsIf you're looking for a healthcare job or need to recruit staff, visit Guardian Jobs

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'Handmaidens no more': what is the future for nursing?

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Today's nurses run their own clinics, diagnose patients and prescribe drugs and can be found leading cutting-edge medical research. Others are in high-level management roles, and it's not unusual to find nurse academics training junior doctors alongside student nurses in university medical schools.

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Contains the following headings in this document:
What is professionalism?
Enabling professionalism
Upholding individual professionalism

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We have prepared four adaptable case studies on different areas of practice

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Please visit nmc.org.uk/COVID19 for information about our recent announcements including temporary registration and changes to how we're operating during this time.

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Seven steps to speaking up about poor practice

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Seven steps to speaking up about poor practice

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Published by Wood (2019) for the Royal College of Nusing

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Seven steps to speaking up about poor practice | Bulletin | Royal College of Nursing

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Your employer will have a policy which explains the process for raising concerns internally or directs you to an outside specialist body such as Public Concern at Work. In the first instance, read the policy so you can be sure you're following the right process.

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Use the question formulation  SPICE and apply it to the research paper below 

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Use the question formulation  SPICE and apply it to the research paper below 

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Loving Nursing” and “Taking Responsibility”: Strategies for Transitioning to Practice in Lebanon (2018)

Reference:

SPICE framework for defining research questions

Booth, A. (2006). Clear and present questions: formulating questions for evidence based practice. Library Hi Tech. 24:3, 355-368.

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A Summary of

Description

The acronym SPICE stands for Setting, Perspective, Intervention, Comparison and Evaluation, and provides a way to formulate practice questions for finding evidence in existing research. It builds upon the PICO acronym (Population, Intervention, Comparison and Outcomes) in two ways. First, the population component is split into two parts: setting and perspective. Second, "outcomes" is replaced with "evaluation" in order to encourage a broader evaluation framework and incorporate concepts such as "outputs" and "impact" together.

The benefits of such a structured approach to question formulation include a more efficient search, use of scarce time on only relevant evidence, and improvement in articulation and communication of problems with colleagues. This leads to asking more questions, undertaking more searches and using more detailed search methods to find more precise answers.

Language(s)

English

Format(s)

On-line Access

Cost

None

Time for Participation/Completion

The time required to formulate a research question using the SPICE framework will vary with the topic that is being studied.

Additional Resources and/or Skills Needed for Implementation

None

Steps for Using Method/Tool

The SPICE framework consists of five distinct features:

1. Setting - where?

2. Perspective - for whom?

3. Intervention - what?

4. Comparison - compared with what?

5. Evaluation - with what result?

When users are beginning a new search for evidence, SPICE helps to structure a clear search question. Users consider each of the five features of SPICE and ask the accompanying questions in order to develop a thoughtful question and search for relevant literature to yield a precise and useful answer.

Who is involved

SPICE is useful for anyone looking to generate focused, clear and structured research questions. This is especially useful for public health professionals engaging in evidence-informed public health practice.

Conditions for Use

None

Evaluation

Information not available

Validity

Not applicable

Reliability

Not applicable

Methodological Rating

Not applicable

Developer(s)

Andrew Booth

Method of Development

The SPICE framework was developed after considering the recommendation that librarians use a modified version of PICO to improve the process of question formulation. SPICE builds upon PICO to address the needs of librarians engaged in evidence-based information practice. SPICE was developed in a conceptual paper that extrapolates findings from health care research to general librarianship.

Release Date

2006

Contact Person/Source

Andrew Booth
School of Health and Related Research
University of Sheffield, Sheffield, UK

These summaries are written by the NCCMT to condense and to provide an overview of the resources listed in the Registry of Methods and Tools and to give suggestions for their use in a public health context. For more information on individual methods and tools included in the review, please consult the authors/developers of the original resources.

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SPICE framework for defining research questions

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The acronym SPICE stands for Setting, Perspective, Intervention, Comparison and Evaluation, and provides a way to formulate practice questions for finding evidence in existing research. It builds upon the PICO acronym (Population, Intervention, Comparison and Outcomes) in two ways. First, the population component is split into two parts: setting and perspective.