Esther Murray is a Senior Lecturer in Health Psychology at Barts and The London School of Medicine and Dentistry, Queen Mary University of London. She has thirteen years of experience as a health psychologist and was the first researcher in the United Kingdom to explore the concept of moral injury in medicine. She is a sought-after speaker at national and international conferences for healthcare professionals, educators, and students.Jo Brown is Professor Emerita of Medical Education at Barts and The London School of Medicine and Dentistry, Queen Mary University of London. She has been teaching since 1992 and has specialised in Clinical Communication since 1998. She is a recipient of the prestigious National Teaching Fellowship award from Advance HE.

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• Editor Biography ixList of Contributors xIntroduction xiPart 1 Research 1Chapter 1 Borrowed Words in Emergency Medicine: How ‘Moral Injury’ Makes Space for Talking 3Esther MurrayContext 3Description 9Future Directions for Research and Intervention 11References 12Chapter 2 What Does Creative Enquiry Have to Contribute to Flourishing in Medical Education? 14Louise YounieContext 14Description 16What I Learnt 17Student Dialogue with Patients 17Student Dialogue with Each Other 18Student Dialogue with Themselves 20Future Directions 21References 24Chapter 3 Embracing Difference: Towards an Understanding of Queer Identities in Medicine 28Helen Bintley and Jo WinningContext 28Locating the Problem 28Being a Body 29‘Unspeakable Things Unspoken’: Linguistic Vulnerability and the Body 30Description 33Challenging Values and Questioning Norms: The Medical Curriculum as Discourse 33Future Directions 34Towards Change 34Notes 37References 38Chapter 4 Stress and Mental Well-Being in Emergency Medical Dispatchers 41Astrid CoxonContext 41Description 42Future Directions 49References 51Chapter 5 Paramedics’ Lived Experiences of Post-Incident Traumatic Distress and Psychosocial Support: An Interpretative Phenomenological Study 54Joanne MildenhallDistress 57Ambivalence of Talking 60Informal and Formal Support at Work 62Support Outside of Work 63Discussion 64Limitations of the Study 68Conclusion 68Conflicts of Interest 69References 69Part 2 Practice 73Chapter 6 On Knowing, Not Knowing and Well-Being: Conversations About Practice 75Clare MorrisIntroduction 75Context 76Professional Learning and Well-Being 76Organisational Culture, Learning and Well-Being 77Implications for Educational Practice 79Learning from Mistakes 79Learning Through Questioning 81Learning Through Debrief and Feedback 82Concluding Comments 85References 85Chapter 7 The Complex Issues that Lead to Nurses Leaving the Emergency Department 88Imogen SkeneContext 88Increasing Pressure 88Nursing Shortages 88Workforce Retention 89Well-being 89Description 90Exit Interviews 90Why Do Nurses Leave the ED? 91Stress 91Burnout 91Moral Injury 92Debrief 93Culture 94Shift Work 94Career Progression and Development 95Lifestyle Changes 95Future Directions 96References 97Chapter 8 How Do We Protect Our Healthcare Workers from the Occupational Hazard that Nobody Talks About? 100Matthew WaltonAcknowledgements 106References 106Chapter 9 What is peer support? Co-Creating a Programme 109Rebecca Connolly, Esther Murray, Andrea James,Liz Harris and Bernice HancoxContext 109Introduction 109Fitness to Practise (FtP) 111Peer Support 112Co-Creating the Programme – What Our Peer Support Entails 113Experiences of Becoming Part of the Peer Support Programme – What Motivates Us? 114Bernice Hancox – Paramedic and Psychotherapist 114Rebecca Connolly – Advanced Clinical Practitioner and Advanced Paramedic 114Esther Murray – Health Psychologist 115Liz Harris – Head of Professional Standards, College of Paramedics 116Andrea James – Solicitor 117Future Directions 117References 118Part 3 Intervention 121Chapter 10 The Theatre Wellbeing Project – Evolution From Major Incident to Pandemic 123Tony AllnattContext 123Description 125Future Directions 129COVID- 19 – A Post Pandemic Update 131Chapter 11 RUOK? RU Sure UR OK?? 136Gail Topping and Ruth AndersonContext 136Description 137Future Directions 139Reference 139Chapter 12 The Story and the Storyteller 140RustyChapter 13 Death and Disability Meetings at London’s Air Ambulance: Working in a Just Culture 146Danë Goodsman and Tsz Lun Ernest WongContext 146LAA – The Organisation 146Just Culture – Some Insights 147Description 148D&D Case Reviews 149Extract One 150Extract 2 151Experiencing D&D 153Moving Forward 154Notes 154References 155Index 158

Esther Murray is a Senior Lecturer in Health Psychology at Barts and The London School of Medicine and Dentistry, Queen Mary University of London. She has thirteen years of experience as a health psychologist and was the first researcher in the United Kingdom to explore the concept of moral injury in medicine. She is a sought-after speaker at national and international conferences for healthcare professionals, educators, and students.Jo Brown is Professor Emerita of Medical Education at Barts and The London School of Medicine and Dentistry, Queen Mary University of London. She has been teaching since 1992 and has specialised in Clinical Communication since 1998. She is a recipient of the prestigious National Teaching Fellowship award from Advance HE.

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• Editor Biography ixList of Contributors xIntroduction xiPart 1 Research 1Chapter 1 Borrowed Words in Emergency Medicine: How ‘Moral Injury’ Makes Space for Talking 3Esther MurrayContext 3Description 9Future Directions for Research and Intervention 11References 12Chapter 2 What Does Creative Enquiry Have to Contribute to Flourishing in Medical Education? 14Louise YounieContext 14Description 16What I Learnt 17Student Dialogue with Patients 17Student Dialogue with Each Other 18Student Dialogue with Themselves 20Future Directions 21References 24Chapter 3 Embracing Difference: Towards an Understanding of Queer Identities in Medicine 28Helen Bintley and Jo WinningContext 28Locating the Problem 28Being a Body 29‘Unspeakable Things Unspoken’: Linguistic Vulnerability and the Body 30Description 33Challenging Values and Questioning Norms: The Medical Curriculum as Discourse 33Future Directions 34Towards Change 34Notes 37References 38Chapter 4 Stress and Mental Well-Being in Emergency Medical Dispatchers 41Astrid CoxonContext 41Description 42Future Directions 49References 51Chapter 5 Paramedics’ Lived Experiences of Post-Incident Traumatic Distress and Psychosocial Support: An Interpretative Phenomenological Study 54Joanne MildenhallDistress 57Ambivalence of Talking 60Informal and Formal Support at Work 62Support Outside of Work 63Discussion 64Limitations of the Study 68Conclusion 68Conflicts of Interest 69References 69Part 2 Practice 73Chapter 6 On Knowing, Not Knowing and Well-Being: Conversations About Practice 75Clare MorrisIntroduction 75Context 76Professional Learning and Well-Being 76Organisational Culture, Learning and Well-Being 77Implications for Educational Practice 79Learning from Mistakes 79Learning Through Questioning 81Learning Through Debrief and Feedback 82Concluding Comments 85References 85Chapter 7 The Complex Issues that Lead to Nurses Leaving the Emergency Department 88Imogen SkeneContext 88Increasing Pressure 88Nursing Shortages 88Workforce Retention 89Well-being 89Description 90Exit Interviews 90Why Do Nurses Leave the ED? 91Stress 91Burnout 91Moral Injury 92Debrief 93Culture 94Shift Work 94Career Progression and Development 95Lifestyle Changes 95Future Directions 96References 97Chapter 8 How Do We Protect Our Healthcare Workers from the Occupational Hazard that Nobody Talks About? 100Matthew WaltonAcknowledgements 106References 106Chapter 9 What is peer support? Co-Creating a Programme 109Rebecca Connolly, Esther Murray, Andrea James,Liz Harris and Bernice HancoxContext 109Introduction 109Fitness to Practise (FtP) 111Peer Support 112Co-Creating the Programme – What Our Peer Support Entails 113Experiences of Becoming Part of the Peer Support Programme – What Motivates Us? 114Bernice Hancox – Paramedic and Psychotherapist 114Rebecca Connolly – Advanced Clinical Practitioner and Advanced Paramedic 114Esther Murray – Health Psychologist 115Liz Harris – Head of Professional Standards, College of Paramedics 116Andrea James – Solicitor 117Future Directions 117References 118Part 3 Intervention 121Chapter 10 The Theatre Wellbeing Project – Evolution From Major Incident to Pandemic 123Tony AllnattContext 123Description 125Future Directions 129COVID- 19 – A Post Pandemic Update 131Chapter 11 RUOK? RU Sure UR OK?? 136Gail Topping and Ruth AndersonContext 136Description 137Future Directions 139Reference 139Chapter 12 The Story and the Storyteller 140RustyChapter 13 Death and Disability Meetings at London’s Air Ambulance: Working in a Just Culture 146Danë Goodsman and Tsz Lun Ernest WongContext 146LAA – The Organisation 146Just Culture – Some Insights 147Description 148D&D Case Reviews 149Extract One 150Extract 2 151Experiencing D&D 153Moving Forward 154Notes 154References 155Index 158

Esther Murray is a Senior Lecturer in Health Psychology at Barts and The London School of Medicine and Dentistry, Queen Mary University of London. She has thirteen years of experience as a health psychologist and was the first researcher in the United Kingdom to explore the concept of moral injury in medicine. She is a sought-after speaker at national and international conferences for healthcare professionals, educators, and students.Jo Brown is Professor Emerita of Medical Education at Barts and The London School of Medicine and Dentistry, Queen Mary University of London. She has been teaching since 1992 and has specialised in Clinical Communication since 1998. She is a recipient of the prestigious National Teaching Fellowship award from Advance HE.

Select Guide Rating

• Editor Biography ixList of Contributors xIntroduction xiPart 1 Research 1Chapter 1 Borrowed Words in Emergency Medicine: How ‘Moral Injury’ Makes Space for Talking 3Esther MurrayContext 3Description 9Future Directions for Research and Intervention 11References 12Chapter 2 What Does Creative Enquiry Have to Contribute to Flourishing in Medical Education? 14Louise YounieContext 14Description 16What I Learnt 17Student Dialogue with Patients 17Student Dialogue with Each Other 18Student Dialogue with Themselves 20Future Directions 21References 24Chapter 3 Embracing Difference: Towards an Understanding of Queer Identities in Medicine 28Helen Bintley and Jo WinningContext 28Locating the Problem 28Being a Body 29‘Unspeakable Things Unspoken’: Linguistic Vulnerability and the Body 30Description 33Challenging Values and Questioning Norms: The Medical Curriculum as Discourse 33Future Directions 34Towards Change 34Notes 37References 38Chapter 4 Stress and Mental Well-Being in Emergency Medical Dispatchers 41Astrid CoxonContext 41Description 42Future Directions 49References 51Chapter 5 Paramedics’ Lived Experiences of Post-Incident Traumatic Distress and Psychosocial Support: An Interpretative Phenomenological Study 54Joanne MildenhallDistress 57Ambivalence of Talking 60Informal and Formal Support at Work 62Support Outside of Work 63Discussion 64Limitations of the Study 68Conclusion 68Conflicts of Interest 69References 69Part 2 Practice 73Chapter 6 On Knowing, Not Knowing and Well-Being: Conversations About Practice 75Clare MorrisIntroduction 75Context 76Professional Learning and Well-Being 76Organisational Culture, Learning and Well-Being 77Implications for Educational Practice 79Learning from Mistakes 79Learning Through Questioning 81Learning Through Debrief and Feedback 82Concluding Comments 85References 85Chapter 7 The Complex Issues that Lead to Nurses Leaving the Emergency Department 88Imogen SkeneContext 88Increasing Pressure 88Nursing Shortages 88Workforce Retention 89Well-being 89Description 90Exit Interviews 90Why Do Nurses Leave the ED? 91Stress 91Burnout 91Moral Injury 92Debrief 93Culture 94Shift Work 94Career Progression and Development 95Lifestyle Changes 95Future Directions 96References 97Chapter 8 How Do We Protect Our Healthcare Workers from the Occupational Hazard that Nobody Talks About? 100Matthew WaltonAcknowledgements 106References 106Chapter 9 What is peer support? Co-Creating a Programme 109Rebecca Connolly, Esther Murray, Andrea James,Liz Harris and Bernice HancoxContext 109Introduction 109Fitness to Practise (FtP) 111Peer Support 112Co-Creating the Programme – What Our Peer Support Entails 113Experiences of Becoming Part of the Peer Support Programme – What Motivates Us? 114Bernice Hancox – Paramedic and Psychotherapist 114Rebecca Connolly – Advanced Clinical Practitioner and Advanced Paramedic 114Esther Murray – Health Psychologist 115Liz Harris – Head of Professional Standards, College of Paramedics 116Andrea James – Solicitor 117Future Directions 117References 118Part 3 Intervention 121Chapter 10 The Theatre Wellbeing Project – Evolution From Major Incident to Pandemic 123Tony AllnattContext 123Description 125Future Directions 129COVID- 19 – A Post Pandemic Update 131Chapter 11 RUOK? RU Sure UR OK?? 136Gail Topping and Ruth AndersonContext 136Description 137Future Directions 139Reference 139Chapter 12 The Story and the Storyteller 140RustyChapter 13 Death and Disability Meetings at London’s Air Ambulance: Working in a Just Culture 146Danë Goodsman and Tsz Lun Ernest WongContext 146LAA – The Organisation 146Just Culture – Some Insights 147Description 148D&D Case Reviews 149Extract One 150Extract 2 151Experiencing D&D 153Moving Forward 154Notes 154References 155Index 158