CORA
Cork Open Research Archive (CORA) is UCC’s Open Access institutional repository which enables UCC researchers to make their research outputs freely available and accessible.
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Access practitioners: our role; our identity; our vision. The first national study of higher education Access practice and delivery
(SOAR Project, Access UCC, University College Cork, 2025) Brennan, Rebekah; McGovern, Sheila; Leane, Máire; Ó Súilleabháin, Fiachra
Access Practitioners are responsible for building relationships with students and collaborating with other stakeholders, in designing and creating effective Access initiatives (Rainford, 2023; Folan O’Connor, 2024). The National Access Plan (NAP), A Strategic Action Plan for Equity of Access, Participation and Success in Higher Education, 2022 to 2028 states that Access is “a shared responsibility of government, the higher education system, the education sector and the community (p.20)” Higher Education Institutes (HEIs) have responsibility to implement the aims of the NAP and this work is primarily done by Access Practitioners. Broadly, their work is to ensure that students who are socioeconomically disadvantaged2, students with disabilities, or members of the Traveller community or Roma community are supported to succeed in Higher Education (HE), whatever that success looks like for them. The work of Access Practitioners enhances social mobility, enriches campus diversity, fosters a more inclusive learning environment (Harvey, 2015) and includes, pre-entry outreach work, student support, interventions, administrative duties, event planning and research (Rainford, 2012). While the literature on Access Delivery or widening participation is substantive, there is little documented on the role of the Access Practitioner. Rainford (2019; 2021) has included these professionals as research participants in the UK but the Irish literature is largely silent in providing a space for the voice of the Access Practitioner to be heard and their work remains undocumented and unresearched. The increasing diversity of Irish society (Rooney and Swan, 2021) means that Access Practitioners are continuously adapting and developing practice and service delivery initiatives tailored to an increasingly diverse cohort of students with complex needs. Fluctuations and shortfalls in funding allocated to Access programmes and support services, create further challenges for Access Practitioners in carrying out their role (Solomonides et al. 2019). This report spotlights the perspectives of Access Practitioners currently working in the Irish Higher Education Sector, providing critical insights into how their roles have evolved, the challenges they experience in delivering the objectives of the NAP (2022), the resources they need to enable their work, and their vision for the future of Access Delivery and for Access Practitioners in the context of an increasingly diverse society.
Access policy and practice insights critical factors enabling PATH 3 inter-institutional partnership: a case study
(SOAR Project, Access UCC, University College Cork, 2025) Folan O’Connor, Elizabeth; Leane, Máire; McGovern, Sheila; Ó Súilleabháin, Fiachra
The Access Policy and Practice Insights was developed to surface and disseminate policy and practice insights derived from the shared reflective learning occurring on the PATH 3 Programme, South Cluster. This case study ‘Access Policy and Practice Insights Critical Factors Enabling PATH 3 Inter-Institutional Partnership – A Case Study’ identifies critical factors that support inter-institutional partnerships around access. It is informed by the insights of Access Practitioners and Registrars involved in the South Cluster.
Traveller mentors: an evaluation of the Certificate in Mentoring in Education
(SOAR Project, Access UCC, University College Cork, 2025) Brennan, Rebekah; Leane, Máire; Ó Súilleabháin, Fiachra; Horgan, Aoife; McGovern, Sheila
The Certificate in Mentoring in Education, a one-year part-time QQI Level 6 course, was delivered during the 2021/22 academic year at MTU Kerry Campus. The course was cocreated with the local Traveller community through dedicated, long-term consultation which began in 2019. Feedback from the community was sought at every stage of course design from writing the modules and course documentation, through to the inclusion of a member of the Traveller community on the external validation committee. Transformative change is clearly needed within the relationship between the Traveller community and the Irish education system. The Certificate in Mentoring in Education was developed to address some of these needs, through focusing on educating Traveller adults to become mentors and advocates for all members of the Traveller community as they navigate the education system. The course was divided into two modules: ‘The Irish Education System’ and ‘Mentoring for Education’. ‘The Irish Education System’ covered the pathways for progression for all Irish citizens from primary to third level education, including information on supports such as grants and bursaries, and legislation which protects the rights of students and families within the system. The second module, ‘Mentoring for Education’, focused specifically on advocacy and mentoring for Travellers in education through provision of support and positive role-modelling (see Appendices 6 and 7 for module descriptors). There were three members in the teaching team including two lecturers and an academic tutor to support students with their assignments. A considerable amount of support was provided through a person-centred, flexible and committed teaching and learning model which facilitated staged feedback from the students to inform ongoing course delivery. A continuous assessment model was used. Assignments included practical elements, namely an oral presentation and roleplays, to demonstrate mentorship skills. Written elements involved creation of portfolios and reflective writing pieces. Students were given the option to submit audio recordings in place of written pieces for one module. The course was held two mornings a week. The time commitment involved for students was three hours per week for ‘The Irish Education System’ and four hours per week for ‘Mentoring for Education’. Initially, sixteen female mature students enrolled on the course, however one student needed to step out before the course commenced due to personal reasons and two did not complete. Thirteen students graduated with a Special Purpose Award.
Barriers and facilitators to managing medicines at home post-myocardial infarction: a qualitative systematic review
(Springer Nature Switzerland AG, 2025-06-04) El‑Komy, Fatma; Sahm, Laura J.; Byrne, Stephen; Bermingham, Margaret; O’Driscoll, Michelle
Background
Over three million people annually experience myocardial infarction (MI). As MI survival rates increase, so does the importance of secondary prevention medications. International guidelines recommend using several medications to prevent further morbidity.
Aim
To synthesise the qualitative literature on the facilitators and barriers faced by MI survivors and their families/caregivers regarding medication management and, thus, medication adherence post-discharge.
Method
This systematic review was conducted and reported following the PRISMA-2020 guidelines. Five databases were searched from inception until the 13th of August 2024. The inclusion criteria were articles focused on people aged 18 years or older who experienced MI and were discharged from acute care settings to home settings, as well as caregivers of individuals who met the above-mentioned criteria. Qualitative and mixed-methods studies with qualitative elements were deemed eligible for inclusion. The theoretical domain framework was used to analyse the findings. The quality of the included studies was assessed using the JBI Critical Appraisal tool for qualitative research. The Confidence in the Evidence from the reviews of qualitative research approach was applied to assess confidence in qualitative evidence synthesis.
Results
Of the 14,002 titles, 11,354 remained after duplicates were removed. Of the 234 full-text screenings, fifteen were included. A total of 533 people who experienced MI and 25 spouses from eight different countries were included. The most prominent facilitator that emerged was “beliefs about consequences”, whilst “lack of knowledge” and “environmental context and resources” were the most prominent barriers to medication management reported.
Conclusion
Patients face multiple challenges that affect their medication adherence post-MI. These findings highlight important considerations for creating an individualised, tailored approach to enhance medication adherence post-MI.
test
(2025-01-01) O'Connor, Gillian