Rose, Hannah and das Nair, Roshan (2013) The psychological impact of the unpredictability of multiple sclerosis: a qualitative literature meta-synthesis. British Journal of Neuroscience Nursing, 9 (4). pp. A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.For more information, please contact eprints@nottingham.ac.uk ABSTRACT Background: Multiple sclerosis (MS) is a neurological conditioncharacterised by an unpredictable nature. This characteristic is reported to be the largest challenge for individuals with the condition. Chronic illness literature highlights the psychological impact of unpredictability, but there is a paucity of research examining this concept in MS. Objectives: This systematic review aimed to explore the psychological impact of unpredictability in MS. Methods: A meta-synthesis was conducted. A total of 6 studies with 59 participants were reviewed and critically appraised. Themes relating to the psychological impact of unpredictability were extracted and synthesised. Results: A preliminary model of the unpredictability of MS was developed highlighting the different psychological impacts of diagnosis, remission and relapse. Conclusions: The psychological impact of unpredictability alters through diagnosis, remission and relapse. Further research is required to explore the experience of unpredictability in MS.

This article presents the results of an action research project exploring the use and value of reading lists for Foundation Degree students. The focus of the research was to look at the potential of reading lists to act as a pedagogical tool to support information skills development. The research methodology included focus groups with students, interviews with academic staff and reading list analysis. It was found that reading lists were being used by students to identify and find resources for their academic studies. Qualitative data from students and staff illustrate how reading lists are being used and the gaps between student and staff expectations of them. The article provides recommendations on how reading lists can be utilised to help students to develop their information skills.

Transition into higher education presents challenges for students, whatever their age or previous educational history. An emerging issue on an undergraduate programme in England was how to support students who self reported educational histories of continual formative feedback, model answers, revision guides and limited use of the library. This article reports findings from an action research project which considered whether there was a mismatch between students' previous educational histories and the academic expectations of the university. Findings indicated that academic expectations did not fully take account of previous student experiences. Student responses also indicated little previous guidance around effective internet searching and libraries were rarely used prior to starting university. Transitional scaffolding was positively evaluated, students reporting greater confidence levels in accessing appropriate resources, high levels of student completion, retention and satisfaction.

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