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Dr Ruth Gwernan-Jones

Complex Intervention Senior Research Fellow

 7407

 +44 (0) 1392 727407

 South Cloisters 2.18

 

South Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

Dr Gwernan-Jones returned to the PARTNERS2 project (https://www.partners2.net/) in October 2019. PARTNERS2 is a collaborative care intervention for people living with psychosis, where a specialist practitioner in mental health is sited in primary care in order to support people living with psychosis who are not in crisis, to help them improve their physical health, stabilise their mental health and increase the control they have over their lives. PARTNERS2 is unique in collaborative care in that it frames its approaches drawing from theories of personal recovery.

Having developed the PARTNERS intervention theory (Gwernan-Jones et al. 2019) and been involved in formatively evaluating the intervention in practice (Baker et al. 2019) between April 2014 and February 2018, Dr Gwernan-Jones is currently conducting a process evaluation of the PARTNERS2 intervention with colleagues Julia Frost (http://medicine.exeter.ac.uk/people/profile/index.php?web_id=Julia_Frost) and Charley Hobson-Merret (https://www.plymouth.ac.uk/staff/charley-hobson-merrett) alongside a randomised controlled trial.

Within the process evaluation of PARTNERS2, we aim to evaluate the fidelity of the intervention during delivery against the intervention theory, in particular in relation to practitioner change; develop understanding about how the intervention works differently for different people according to context and resources; and develop implementation recommendations around acceptability, adoption, feasibility, fidelity and penetration of the intervention.

Broad research specialisms

  • Mental Health, personal recovery and person-centred care
  • Collaborative care
  • Development and evaluation of intervention theory
  • Realist approaches
  • Qualitative research including qualitative evaluation methods
  • Systematic review of qualitative research

Qualifications

  • PhD in Education
  • MSc in Educational Research
  • BA in Psychology

Research

Research interests

  • Mental Health, personal recovery and person-centred care
  • Collaborative care
  • Development and evaluation of intervention theory
  • Realist approaches
  • Qualitative research including qualitative evaluation methods
  • Systematic review of qualitative research

Having developed the PARTNERS intervention theory (Gwernan-Jones et al. 2019) and been involved in formatively evaluating the intervention in practice (Baker et al. 2019) between April 2014 and February 2018, Dr Gwernan-Jones is currently conducting a process evaluation of the PARTNERS2 intervention with colleagues Julia Frost (http://medicine.exeter.ac.uk/people/profile/index.php?web_id=Julia_Frost) and Charley Hobson-Merret (https://www.plymouth.ac.uk/staff/charley-hobson-merrett) alongside a randomised controlled trial.

 

Past Research

From February 2018 to October 2019, Dr Gwernan-Jones worked on systematic reviews of qualitative and quantitative research about the experience of care in hospital for people with dementia and those who care for them, the Caring about Care project (see http://clahrc-peninsula.nihr.ac.uk/research/acedem). She led the systematic reviews of qualitative research. The Caring about Care project aimed to develop a model for change in hospital practice to improve the experience of care for people with dementia. We created a model for beneficial change based on synthesised findings across the qualitative and quantitative reviews, and then collaborated with healthcare practitioners and commissioners, people with dementia and their carers to ensure the plans for service change were feasible and relevant. 

Dr Gwernan-Jones worked on the NIHR-funded programme grant, PARTNERS2, developing and evaluating a collaborative care intervention based in primary care for people with schizophrenia and bipolar, from April 2014 to February 2018. The project is multi-sited from universities in Birmingham, Lancaster, Exeter and Plymouth, and led by Professor Max Birchwood in Birmingham. Dr Gwernan-Jones was particularly involved in developing the programme theory, working on qualitative aspects of the project across workstreams, and preparing for the process evaluation of the pilot RCT that is currently running. For more information, see the PARTNERS2 website.

Dr Gwernan-Jones completed work on the HTA-funded project, RAIS: Review of ADHD Interventions in Schools, led by Prof Tamsin Ford, in March 2014. This was a series of systematic reviews exploring non-pharmacological interventions for ADHD in schools. It included a quantitative review of efficacy, a quantitative review of attitudes towards interventions, a qualitative review of the experience of interventions, a qualitative review of the experience of ADHD in schools and an overarching synthesis bringing these four reviews together. Dr Gwernan-Jones contributed across reviews, leading the qualitative review of the experience of ADHD in schools.

Her previous experience includes two years at the Graduate School of Education, University of Exeter, as a capacity-building research fellow, working to support the Special Educational Needs and Disability research group. In this role she developed a number of fundings bids, as well as working on funded projects such as Lesson Study and Moderate Learning Difficulties, funded by Esmee Fairbairn. She also worked for six months as a research associate on the Metafora team, a European Commission-funded project exploring the role of visual language to support dialogic collaboration between pupils through use of technology.

For her ESRC-funded PhD she looked at the experience of having difficulty learning to read and write, and how identifying oneself as dyslexic impacted this experience. She carried out life-history research with 7 dyslexic adults, mapping the way discourses of dyslexia used by the participants related to their process of making sense of their difficulties with reading and writing, by linking them to a model depicting self-perceptions and resulting actions developed by Gerber et al (1992). Discourses and links to self-perceptions and actions were mapped onto timelines for each participant in a visual language. Analysis of patterns suggests that for these participants, understanding dyslexia as a pattern of personal strengths and weaknesses, and seeking contexts that highlighted strengths and allowed weaknesses to be downplayed, was the most positive and productive way of understanding difficulties with reading and writing.

Research projects

PARTNERS2

Caring about Care

RAIS

OVIP

METAFORA

 

Teaching

Supervision / Group

Alumni

  • Theodosia Thoma

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