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Birmingham City University
Faculty of Health
Module Study Guide
Child Nursing Practice 3 (NP3)
NUR5069
Academic Year 2012-13
Module Co-ordinator: Jaye Totney and Joy Grech
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Welcome Welcome to Child Nursing Practice 3 (NP3), which will be delivered at the City South Campus of Birmingham City University.
This module contributes to the course philosophy and aims to prepare you to work more independently, with less direct supervision, in a safe and increasingly confident way whilst extending your knowledge and skills. Throughout this module you will also have prospect to demonstrate your potential towards working autonomously, making the most of opportunities to extend knowledge, skills and practice, within hospital and community settings. The inclusion of medicine management, simulation, numeracy and Objective Structured Clinical Examination are some aspects of the module which aim to prepare you to work in a more independent and confident manner.
We hope that you find the information in this Study Guide helpful as you plan your learning journey. To gain the most from the learning opportunities available within this module, please let us know if there is something that you believe would help you with your learning. We hope that you enjoy the learning opportunities provided for you throughout this module and that the outcome is successful.
Jaye and Joy Jaye Totney and Joy Grech Module Co-ordinators
Module Study Guide Template
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Title of Programme: BSc (Hons) Nursing - Child
Programme Code: US0610N
Title of Module: Child Nursing Practice 3
Module Code: NUR5069
Length of Module: 20th May - July 4th 2013
Academic Level of Module: 5
Core / Optional Module: Field specific module
Academic Credits: 30
Hours of Study:
Study or learning activity Hours
Lead lectures (to include group discussion and small group work)
30
Simulation and workstations 40
Directed learning to support teaching
100
Group work for shared learning
60
Tutorials group/individual 10
OSCE preparation/revision 60
Total 300
Module Co-ordinator: Name: Jaye Totney Room number: Seacole Building 212 Email address: [email protected] Office telephone number: 0121 331 7063 Name: Joy Grech Room number: 226 Bevan House Email address: [email protected] Office telephone number: 0121 331 6048
Teaching Team: Name: Room number: Email address: Office telephone number: Name: Room number: Email address: Office telephone number: Name: Room number: Email address: Office telephone number:
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Monitoring of Students’ Engagement in Timetabled Learning Experiences: Registers of attendance are maintained for all taught sessions. You are encouraged to participate in all sessions through a variety of teaching and learning methods. E-learning via Moodle plays an important part in that engagement process and offers you scope to access learning materials prior to and following sessions. These interactive learning pages can be accessed as often as you like and therefore allow you to study at your own pace, in the university setting or from the comfort of your own home. This therefore allows you to tailor your learning to suit your individual learning style.
Learning and Teaching Strategies:
The learning and teaching strategies utilised will encourage and support you to develop more independence, with less direct supervision, in a safe and increasingly confident manner. This module will consolidate the nursing practice modules allowing you the opportunity to work autonomously whilst making the most of opportunities to extend knowledge and skills you have developed elsewhere in the field programme in year one and two.
a) Lead Sessions: Time tabled lead sessions will introduce you to important subject specific areas which will frequently involve small group work, discussion and reflection on previous clinical experiences. b) Self Directed Group Work and Shared Learning: In addition to the lead sessions, there will be individual and group work activities that will be launched during the module and you will then work on these activities either individually or within your groups throughout the module. As part of your formative assessment, you will be expected to undertake workstation based learning and shared learning; these activities will take place in sessions that are timetabled within the module. c) Simulation Activities: Within the module you will have the opportunity to practice and develop nursing skills which are essential for the assessment and management of children and young people in a variety of settings. These sessions should help you effectively link the theory that you gain from the lead lectures and self-directed work to actual clinical practice and furthermore, allow you to practice these skills in the safe environment of the skills lab. Please note - You must wear your uniform for these clinical skills and simulation activities. Computerised simulation will also be included using SHAREVILLE. d) Self Directed Work using Moodle : This module integrates face to face learning with robust contemporary e-learning via Moodle. The Moodle page contains information about each of the taught sessions, including pre-session reading and post session consolidation. It is important that you undertake this pre-session work in order to ensure that you are fully prepared for the session and as a result, these taught sessions build on your existing knowledge and experience.
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Aims of the Module:
This module contributes to the course philosophy and aims to prepare the student to work more independently, with less direct supervision, in a safe and increasingly confident manner.
The aims of the module are
1. To develop knowledge, skills and professional values resulting in the delivery of high quality essential care to all.
2. To deliver complex care to service users in their field of practice.
3. Utilise leadership and management skills to contribute to the planning, designing,
delivering and improvement of future services.
Learning Outcomes: How Assessed in this Module?
1. Appraise and reflect upon the holistic care delivery drawing upon the theoretical and practical evidence base, whilst applying ethical,
legal and professional principles.
Lectures and Group work
Group Shared Learning
Simulations
Shareville
OSCE Assessment
2. Critically analyse the nurse‟s role within inter-professional frameworks and develop strategies that can enhance collaborative care and empowerment
Lectures and Group work
Group Shared Learning
Simulations
OSCE Assessment
3. Analyse the biological, psychological and social factors which have the potential to impact on care delivery.
Lectures and Group work
Group Shared Learning
Simulations
Group Shared Learning
4. Examine the importance of working as an autonomous practitioner in order to minimise risk and enhance patient care in a range of settings.
Lectures and Group work
Group Shared Learning
Simulations
OSCE Assessment
5. Demonstrate in practice the attitudes knowledge and skills developed within the module to the required level of performance.
In Practice
Mode(s) of Assessment:
Formative Assessment
There will be a number of formative assessments for you to complete during lead sessions and during your self-directed study this will allow you make a personal assessment of how well you are progressing with your learning and also identify areas where further revision is needed.
Moodle – Interactive quizzes test your knowledge and enables you to gain instant
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feedback about the subject area.
Simulated scenarios – will give you the opportunity to practice practical skills in the safe environment of the skills lab.
On-line simulation using Shareville
Group shared learning – The group will be formatively assessed at sharing information they have found and you will be given feedback on both the content and style of the activity on completion.
Lead sessions – These will be delivered in a “challenging” format which will foster your involvement with the sessions thus promoting your enquiry and questioning skills.
Any mark generated through formative assessment is for feedback purposes only and will not contribute to your overall module grade.
Summative Assessment
Part A - Achievements of Standards of Competence in Practice (Pass/ Fail) [Learning Outcome 5] Part B - Invigilated OSCE Assessment (100% of mark) [Learning Outcomes 2, 3 & 4]
Part C - Numeracy Assessment (Pass/Fail) [Learning Outcome 1]
ALL ELEMENTS NEED TO BE PASSED TO COMPLETE MODULE.
Assessment Brief:
Your summative assessments will be in the form of an Objective Structured Clinical Examination (OSCE) and a summative Numeracy Assessment. The examinations are designed to assess your ability to act independently in a safe and increasingly confident manner, whilst demonstrating knowledge and understanding of the issues surrounding nursing practice of children and young people. The variety of teaching and learning strategies i.e. lead lectures, group work, simulations and tutorials and resources available on Moodle will help you prepare for the OSCE examination and the numeracy assessment.
Student Support: There are a number of ways in which you can access student support and it is recommended that you make full use of these services in order to maximise your learning experience within the module. Below you will find some key student support services which are available to you.
Individual and Group Tutorials – Contact module co-ordinators to arrange further tutorial support
Personal Developmental Department – Contact Sherron Parkes 0121 331 7011 [email protected]
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Referencing – The BCU Referencing Guideline are available via iCity https://icity.bcu.ac.uk/Health/Referencing-Guidelines
The Mary Seacole Library, City South Campus 0121 331 6012 [email protected]
The Student‟s Union, City South Campus 0121 331 7070
Disability Services 0121 331 5588 [email protected]
Clinical Practice - If you have any concerns about your placement you should alert your clinical assessor/mentor as soon as possible. You may also contact a member of staff from the Department of Practice Learning (DPL) or your practice placement manager. The DPL website also provides additional information about placement learning and available support https://icity.bcu.ac.uk/health/Department-of-Practice-Learning/Nursing
Can this Module’s Assessment(s) be Marked Anonymously? No
Submission Date: Full details regarding the date, time and venue for your Invigilated Examination (OSCE) and Numeracy Assessment will be provided at within the delivery of the module. You can also clarify this on the assessment schedule via iCity, regarding the assessment dates. https://icity.bcu.ac.uk/Health/Nursing-School-Schedules
Method of Submission: Numeracy Assessment: submitted upon completion of the online assessment. Objective Structured Clinical Examination (OSCE): Your OSCE Checklist will be submitted to an invigilator at the end of your examination.
Marking Criteria: Assessments will be marked in accordance with the Faculty of Health marking criteria for Level 5.
Method and Date of Providing Feedback:
Moodle – On-going feedback will be provided whilst the group activities are in progress and the facility will be maintained throughout the module.
Simulated Scenarios – Structured debriefing is provided during simulation sessions to help develop your independence whilst extending knowledge and skills.
Group shared learning – After each group have shared their learning, they will be given feedback on both the content and style of delivery.
Tutorials – You will have tutorials throughout the module which will allow you the
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opportunity to gain specific and individualised feedback.
Summative Feedback
Please see the assessment schedules for your cohort in order to determine the date in which your Invigilated Examination results/feedback (OSCE‟S and Numeracy) will be available https://icity.bcu.ac.uk/Health/Nursing-School-Schedules
Re-Submission Date: Please see Individual Cohorts Assessment Schedule available via iCity https://icity.bcu.ac.uk/Health/Nursing-School-Schedules
Exemptions from the Standard University Assessment Regulations: None
Assessment Offences: By submitting this work, you are confirming that you have read and understood the University‟s guidance on plagiarism and cheating; that the assessment is the result of your own work (or, in the case of a group submission, it is the result of joint work undertaken by members of the group you represent); that it contains no unreferenced material from another source; and that confidentiality has been maintained by the use of pseudonyms.
Module Evaluation: As this is the first delivery of the module there is no previous annual module evaluation report available. In order to facilitate student feedback on completion of this module, please complete the blank module evaluation form which can be found at the end of this module study guide, alternatively you can find an electronic copy Moodle for you to complete.
Study Resources: BLAIR, K., (2011). Medicines Management in Children's Nursing Learning Matters, Poole DOGRA N., LEIGHTON S., (2009). Nursing in Child and Adolescent Mental Health, OU Press MOYSE. K. (2009). Promoting Health in Children and Young People: The Role of the Nurse. Oxford, Wiley Blackwell.
SMITH L., COLEMAN V., (2009). 2nd Ed Child and Family Centred Health Care. London, Palgrave.
TEARE, J. (2008). Caring for Children with Complex Needs in the Community. Oxford Blackwell.
WARNER, H.K. (2006). Meeting the Needs of Children with Disabilities. London.
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Routledge.
Useful Websites: Act for Children http://www.act.org.uk/ British National Formulary for Children http://bnfc.org/bnfc The Mental Health and Psychological Wellbeing of Children and Young People.
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGui
dance/DH_4089114
Young Minds; www.youngminds.org.uk
Useful Journal Articles CHAMBERS, S. (2003). Use of Non Verbal Communication Skills to improve nursing care. British Journal of Nursing, 12(14), pp. 874-878. EATON, N. (2000). Children's community nursing services: models of care delivery. A review of the United Kingdom literature. Journal of advanced nursing. 32(1), pp. 49-56.
KIRK, S., GLENDINNING C. (2004). Developing services to support parents caring for a
technology-dependent child at home. Child: Care, health and development. 30(3), pp.
209–218. LEATHARD, H. and COOK, M. (2004). Learning for Clinical Leadership. Journal of nursing management,12(6), pp. 436–444. LEIGHTON, S. (2009). Adolescents Understanding of Mental Health Problems: Conceptual Confusion. Journal of public mental health, 8(2), pp. 4-14. SIARKOWSKI AMER, K. (2008). Children‟s Views of their Adaptation to Type 1 Diabetes Mellitus. Pediatric nursing, 34(4), pp. 281-288.
Quality Compliance: The module team are committed to continuous evaluation, quality monitoring and enhancement of the module. There are a number of strategies, policies, procedures and guidance that are in place within the Faculty of Health to ensure evaluation, enhancement of quality and standards including listening and responding to views of students. In addition, where applicable, professional regulatory and statutory body requirements are adhered to.
Students‟ views can be expressed in Boards of Studies, module, placement and programme evaluations, the Associate Dean (Academic and Quality Enhancement) Forums, online discussion forums and surveys. Students are also invited to meet with External Examiners, attend programme Quality days and meet with external quality monitoring programme reviewers.
Module co-ordinators feedback an evaluation of each run of the module to Programme Directors. This information is then discussed within the annual programme report which is produced each academic year. The annual programme
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monitoring report is then reviewed and approved by students, external examiners and practice partners. Action points are raised to be developed and reviewed for the following academic year. In addition the annual programme monitoring report is peer-reviewed. The annual report is a key document provided to professional bodies and external quality monitoring agencies.
The Department of Practice Learning undertakes audit and evaluation of students learning opportunities. Practice documentation is moderated with practice partners. Mentors. Sign Off Mentors and Practice Teachers are provided with updates each academic year.
Assessment procedures are updated by the Academic Quality Office to ensure that they are rigorous and fair. Assessment briefs are reviewed by peers and External Examiners. Bench marking statements are used to monitor achievement rates. Marking and moderating policies are in place to ensure that the procedures for assessment are transparent and students‟ work is reviewed by External Examiners, who also attend Programme Exam Boards, Quality Days and meet with students.
There are committees in the Faculty of Health that contribute to the evaluation and ongoing quality monitoring. The Executive Committee and Faculty Board are the overarching committees in the Faculty of Health. Policies, procedures and guidance is scrutinised by the Faculty Academic Standards and Quality Enhancement Committee
Professional Body Approval: Nursing Midwifery Council September 2010
Date the Module was Originally Approved: September 2010
Changes to Original Module and Date(s) Approved:
Child Nursing Practice 3 NUR5069
BSc (Hons) Nursing (Child) 10/11
Module Leaders: Jaye Totney and Joy Grech
Date/Time
Room
Lecturer
Session Pre /post session study
Monday 20/5/13 09.00-11.00
SC 214,215
JG/JT Module Launch Moodle Introduction
Post session Familiarise yourself with the MOODLE Page.
Monday 20/5/13 11.30 - 13.00
SC 214,215
JG/JT Shareville Decision Making
Pre session Explore the following websites and make notes before the session. Helping children with Autism recognise emotions at http://www.thetransporters.com/ The Autism Research Centre http://www.autismresearchcentre.com/
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Wednesday 22/5/13 09.30– 10.30
SC 214,215
JG/JT Feedback from Shareville Decision Making
Pre Session Complete and bring your Shareville workbook to the session
Wednesday 22/5/13 11.00-13.00
SC 214,215
HG Epilepsy in Children and Young People
Pre Session http://publications.nice.org.uk/the-epilepsies-the-diagnosis-and-management-of-the-epilepsies-in-adults-and-children-in-primary-and-cg137/person-centred-care What information do children and their families need when they have a diagnosis of Epilepsy? Watch the video on Moodle
Friday 24/5/13 13.00-15.00
SC 214,215
JG/JT Launch OSCE Post Session Familiarise yourself with OSCE Scenarios, OSCE Checklist, Marking Criteria.
Friday 24/5/13 15.00-17.00
SC 214,215
JT Learning Styles Pre Session Reflect on your Year 1 OSCE experience Post Session Consider study and preparation strategies within your Action Learning Sets. Complete the OSCE planning table.
Tuesday 28/5/13 09.00-11.00
SC 312
JT/JG OSCE Brainstorming
Pre Session Familiarise yourself with OSCE Scenarios, OSCE Checklist, Marking Criteria.
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Tuesday 28/05/13 11.30-13.00
SC 145
SC Basic Life Support (BLS) and Profound Multiple Learning Disabilities
Pre Session Follow the link and read the article by Stefan Cash and Andrea Shinnick http://nursingchildrenandyoungpeople.rcnpublishing.co.uk/archive/article-basic-life-support-and-children-with-profound-and-multiple-learning-disabilities
Wednesday 29/05/13 09.00-11.00
SC 214,215
JT/JG Uniforms to be worn Medicines Management Groups 18 and 19
Pre Session Revisit what you have already learned in practice and university regarding medicines management.
Wednesday 29/05/13 11.00-13.00
SC 214,215
DM/PD Formative Numeracy Session 1 DM 214 Groups 18 and 19. PD 215 Groups 20 and 26.
Pre Session Download the formative (practice) paper from Moodle. Complete and bring to the session to mark. Post Session Practice numeracy questions on Moodle. Visit the following Moodle page
http://moodle.bcu.ac.uk/health/course/view.php?id=1472 (enrolment key PDD) for further numeracy practice Identify your strengths and limitations with different types of questions. Address your limitations and book a tutorial with PDD if required
Wednesday 29/05/13 13.00-15.00
SC 302
JG/JT Uniforms to be worn Medicines Management Groups 20 and 26.
Pre session Revisit what you have already learned in practice and university regarding medicines management.
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Thursday 30/05/13 09.00-10.00
SC 271 PC Room
JT Formative Numeracy Group 18
Practice numeracy questions under mock exam conditions Identify your strengths and limitations with different types of questions. Plan how to resolve this.
Thursday 30/05/13 10.00-11.00
SC 271 PC Room
JT Formative Numeracy Group 19
Practice numeracy questions under mock exam conditions Identify your strengths and limitations with different types of questions. Plan how to resolve this.
Thursday 30/05/13 11.00-12.00
SC 271 PC Room
JT Formative Numeracy Group 20
Practice numeracy questions under mock exam conditions Identify your strengths and limitations with different types of questions. Plan how to resolve this.
Thursday 30/05/13 13.30-14.30
SC 271 PC Room
JT Formative Numeracy Group 26
Practice numeracy questions under mock exam conditions Identify your strengths and limitations with different types of questions. Plan how to resolve this.
Tuesday 04/06/13 09.00-12.00
SC 103
JG/JT Uniforms to be worn OSCE Skills Group 19 (and 4 volunteers from group 18)
Pre session Familiarise yourself with OSCE Scenarios, OSCE Checklist, Marking Criteria.
Tuesday 04/06/13 13.00-15.00
Self - Directed Study
Familiarise yourself with OSCE Scenarios, OSCE Checklist, Marking Criteria Practice numeracy questions under mock exam conditions.
Wednesday 05/06/13 09.00-11.00
Self –Directed Study Do Autism pre reading
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Wednesday 05/06/13 11.00-13.00
BV 010
JG Caring for Children with Autism
Pre session If you have not done so previously, explore the following websites and make notes before the session. Helping children with Autism recognise emotions at http://www.thetransporters.com/ and http://www.autismresearchcentre.com/ Read the resources in the Autism section on Moodle
Friday 07/06/13 09.00-12.00
SC 103
JG/JT Uniforms to be worn OSCE Skills Group 20 (and 4 volunteers from group 18)
Pre session Familiarise yourself with OSCE Scenarios, OSCE Criteria, Marking Criteria.
Friday 07/06/13 13.00-15.00
SC 214,215
Lorraine Shaw
Diabetes and caring for children and families with long term conditions
Pre session Follow the link http://www.diabetes.org.uk/Children-and-diabetes/ Which type of Diabetes is more common in children and young people? What are the risk factors for children and young people and Type II Diabetes?
Tuesday 11/06/13 09.00-12.00
SC 103
JG/JT Uniforms to be worn OSCE Skills Group 26 (and 4 volunteers from group 18)
Pre session Familiarise yourself with OSCE Scenarios, OSCE Criteria, Marking Criteria.
Tuesday 11/06/13 13.00-15.00
Self- Directed Study Pre session reading
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Thursday 13/06/13 09.00-11.00
SC 302
JT Transition of Care Pre session What is transition? When should it begin? What is your experience of preparing young people for transition?
Thursday 13/06/13 11.00-12.30
SC 302
JG Communicating with Children with Learning Disabilities/Profound and Multiple Learning Disabilities
Pre Reading Follow the link http://www.mencap.org.uk/all-about-learning-disability/information-professionals/pmld What factors need to be considered when working with children and young people with PMLD? Reflect on your experience of this and bring this to session.
Thursday 13/06/13 12.30-13.00
SC 302
JG Interim Module Evaluation
Pre session Consider the module so far … provide constructive feedback and ask questions
Friday 14/06/13 09.00-10.30
SC 151
RB (JG/JT)
Service User Involvement Groups 18 and 19
Pre Session Visit the Izzybusy website http://www.izzysbusy.org.uk/ Read about the experiences of Isaac and his family. What questions would you like to ask Rick?
Friday 14/06/13 11.30-13.00
SC 151
RB (JG/JT)
Service User Involvement Groups 20 and 26.
Pre Session Visit the Izzybusy website http://www.izzysbusy.org.uk/ Read about the experiences of Isaac and his family. What questions would you like to ask Rick?
Tuesday 18/06/13 09.00-11.00
JG Self -Directed study Pre session reading
Tuesday 18/06/13 11.00-13.00
SC 214,215
MO‟B-D Challenging Behaviour
Post session Follow the link to the Challenging Behaviour Foundation website http://www.challengingbehaviour.org.uk/about-cbf/about-challenging-behaviour.html
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Thursday 20/06/13 13.00-15.00
SC 214,215
JL Care of the Child with Burns
Pre session Read the following article Williams C (2011) Assessment and management of paediatric burn injuries. Nursing Standard. 25, 25, 60-68. Full text available on CINAHL.
Thursday 20/06/13 15.00-17.00
SC 214,215
JG Working with Children with Attention Deficit (Hyperactivity) Disorder
Pre session Go to http://guidance.nice.org.uk/CG72/QuickRefGuide/pdf/English Read the quick reference NICE Guidelines on ADHD. We will explore these in more depth in the session.
Tuesday 25/06/13 09.30-11.00
SC 214,215
HW End of life Care: The Hospice Perspective Groups 18 and 19
Pre Session Revisit the End of Life session from NUR5065
Tuesday 25/06/13 11.30-13.00
SC 214,215
HW End of life Care: The Hospice Perspective Groups 20 and 26
Pre Session Revisit the End of Life session from NUR5065
Wednesday 26/06/13 09.00-11.00
SC 151
JT Safeguarding Children and Young People Quiz
Pre Session Revisit the safeguarding sessions from year one and two.
Wednesday 26/06/13 11.30-12.30
SC 356
JT Launch Live Chat Post Session Read „Online Etiquette‟ on Moodle page
Tuesday 02/07/13 13.00-15.00
SC 151
MJ/JG Therapeutic models of intervention related to common Psychiatric conditions in Children and Young people
Pre session Please go to the young minds website and read the CAMHS Policy and Statistics section ready for discussion in class. http://www.youngminds.org.uk/training_services/mental_health_info http://princes-trust.org.uk/pdf/youth-index-2013.pdf This brief report highlights the problems encountered by young people in the UK.
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Tuesday 02/07/13 15.00-17.00
SC 151
MJ/JG
Mental Health Case Scenarios
The Young People with Anxiety Project began in late 2007. Anxiety UK received a number of calls from concerned parents about how they could support their children with anxiety as well as how to protect them from passing on their own anxiety issues. What advice is given to parents if their child has anxiety issues? http://www.anxietyuk.org.uk/about-anxiety/young-people-and-anxiety/resources/
Wednesday 03/07/13 11.00 start
NO ROOM REQUIRED
JG/JT Live Chat Online via Moodle You do not need to attend University, but participation is mandatory. You must log in at 11.00 hrs This will be facilitated by JG and JT
Pre Live Chat Go to electronic resources on iCity. Find the CINAHL database. Perform a search combining Shields (author) AND family centred care (TX). Limit the search to 2002-2011. The first article you will see should be Questioning Family Centred Care by Shields L. What is Family Centred Care? What are the main questions being asked in this article? What is your experience of delivering FCC? What are the barriers to implementing FCC? Do you think FCC is possible/ impossible to implement? What are the alternatives?
Thursday 04/07/13 11.00-13.00
SC 214,215
JG/JT Module Evaluation Pre session Look back over the timetable and Moodle page, so that you can evaluate the module.
Summative Numeracy Assessment: Friday 5th July 2013 (arrive 15 minutes before the start time)
GROUP START TIME ROOM INVIGILATOR
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Group 18 11.45 hours Room 271 Seacole JT/JG
Group 19 14.15 hours Room 271 Seacole JT/JG
Group 20 15.15 hours Room 271 Seacole JT/JG
Group 26 16.15 hours Room 271 Seacole JT/JG
OSCE Dates 10th, 11th, 17th and 18th July 2013: Details to follow
Key: Joy Grech (JG), Jaye Totney (JT), Helen Goulding (HG), Stefan Cash (SC), David Maynard (DM), Philip Dee (PD), Jane
Leaver (JL), Lorraine Shaw (LS), Rick Bolton (RB), Marie O‟Boyle-Duggan (MO‟B-D), Hilary Willats (HW), Lorraine Shaw (LS),
Michael Jenkins (MJ)