University of Limerick Research Repository

Recent Submissions

  • PublicationOpen Access
    “It’s an Uncomfortable subject”—a qualitative exploration of the challenges and potential solutions to depression screening in low back pain
    (Oxford University Press, 2026-01-07) Sugrue, Julie; McKenna, Sean; MacHale, Siobhan; O'Sullivan, Kieran
    Importance: Comorbid depression in people with low back pain(LBP)is associated with poorer prognosis. Objective: The objective was to understand the challenges faced by musculoskeletal (MSK) triage physical therapists when screening for depression in LBP populations ,and to generate action able recommendations for over coming these challenges. Design: This study adopted a pragmatic hybrid descriptive qualitative approach, integrating element of ethnography and action research. Setting: Interviews were conducted in the Republic of Ireland and used purposive sampling of physical therapists working in MSK triage roles. Participants: To be included, participants were required to have managed at least 1 person with LBP each week in the 3 months prior to recruitment. Intervention(s) or Exposure(s): The context explored was MSK triage physical therapists’ experience with depression screening in people with LBP. Main Outcomes and Measure(s): The main outcomes were insights regarding challenges and potential solutions to depression screening. Semi-structured interviews were employed, with data analysis following a Reflexive Thematic Analysis framework. Results: Fourteen MSK triage physical therapists participated. Challenges were organized into 3 themes: capacity (personal, professional, and system), culture (clinic, societal), and circuitous communication. Potential solutions were organized into 5 themes: training and education, standardized pathways, knowledge of and access to resources ,screening tools ,and normalizing depression screening in MSK triage equivalent to red flags screening.
  • PublicationOpen Access
    Co-creating the COMMUNICATE toolkit to support the communication of physical activity messages with adolescents in schools
    (BMC, 2025-11-11) Grady, Caera L.; Murtagh, Elaine; Verloigne, Maïté; McNally, Kathleen; Bengoechea, Enrique García; Ng, Kwok; Woods, Catherine B.
    Background Communication campaigns within multi-component school-based interventions could improve knowledge and awareness about physical activity (PA) behavior. Guidance to implement such communication campaigns is lacking. This paper presents the co-creation and evaluation processes that led to the development of the COMMUNICATE toolkit, which supports implementers to communicate PA messages. Methods Students and teachers from secondary schools enrolled in the Active School Flag (ASF) program were invited to participate. To provide a nuanced perspective on the communication of PA, ASF program implementers (i.e., coordinating teacher and adolescent peer leaders) and receivers (i.e., staff and students not involved in ASF delivery), together known as co creators, engaged in three rounds of co-creation workshops to share ideas, provide feedback, and refine the toolkit. Workshop data were collected via activity recording sheets; written raw materials were photographed and later transcribed verbatim to generate a dataset. Inductive thematic analysis was conducted to organize and describe the toolkit components. A multi-stakeholder research steering group (n=7) was established to design, facilitate, and evaluate the co-creation process. The toolkit was refined between rounds of workshops. Throughout the co-creation process, the facilitator reflected after each workshop to improve its’ participatory nature. After the final workshop, co-creators completed a process evaluation questionnaire. Additional consultations with experts were held to bridge the gap in expertise. A logic model was developed to understand the theory of change behind the toolkit. Results Eight teachers and 38 students from four ASF schools participated in the co-creation workshops. All 14 aspects of the process evaluation were mainly positive (86.7-100%). Common reasons for negative responses included co-creators not engaging, too much moving around during workshops, teachers’ involvement, and working with strangers. The final version of the toolkit included resources for program implementers to i) raise awareness about PA and the program, ii) plan the promotion of PA, and iii) develop key communication skills. Conclusions The COMMUNICATE toolkit, informed by multi-stakeholder voices, emphasizes a multi-level, multistakeholder approach to communicating PA messages with adolescents in schools. It provides tools and resources
  • PublicationOpen Access
    Intangible capital, digitalisation and scale: Evidence and interactions in firm-level production and competition dynamics
    (Elsevier, 2026-04-01) McMahon, Michael; Doyle, Eleanor; Kinsella, Stephen
    This paper investigates the role of intangible capital in transforming production dynamics, firm performance, and competition. Using firm-level data and a refined Cobb-Douglas production function framework, we compute output elasticities for inputs across seven business cycles, 1970–2019. Estimates reveal a consistent rise in the output elasticity of intangible capital, surpassing physical capital in the most recent cycle, and a corresponding decline in the variable input elasticity. Trends are pronounced in digital-intensive and service sectors. We explore how digitalisation interacts with intangible investment and contributes to firm growth, profitability, and scale advantages. Results show that intangible capital has a significantly greater marginal impact on profitability for top-performing firms, with one component of intangibles, i.e. organisational capital, emerging as the primary driver of this effect. Larger firms exhibit lower overhead input shares and higher EBIT margins, suggesting economies of scale linked primarily to organisational capital. Results indicate that intangible assets are increasingly non-rival and scalable, reinforcing performance premia of sector/industry leaders. We extend the literature on intangible-biased technological change by identifying mechanisms through which digitalisation and intangible investment reshape firm-level and sector-level dynamics. Findings have implications for competition policy, innovation strategy, and the design of productivity-enhancing interventions in an increasingly intangible-driven economy.
  • PublicationOpen Access
    Service user involvement in the education of allied healthcare professionals in Ireland: a mixed-methods exploration
    (Springer Nature, 2026-01-14) Dillon, Sarah; Boland, Pauline; Griffin, Anne; Adam, Erin; Cooper, Elizabeth Helen; Dowling, Paula; Ahmed, Nimra Parveen; Gallagher, Aoife Lily
    Background Service user involvement (SUI) in healthcare education is reported to foster more patient-centred practitioners. However, there is limited guidance as to how authentic SUI can be embedded within educational practice. This study aimed to describe current practices and explore how SUI may be better embedded in the delivery of healthcare education. Methods A convergent mixed-methods study was undertaken in a higher-level healthcare education department in Ireland. Data were collected via an online survey completed by educators (n = 27) and semi-structured interviews with service users (n = 6). Survey data were analysed using descriptive statistics and content analysis. Thematic analysis of interview transcriptions was undertaken. Results Most educators indicated that SUI was limited to ‘one-off’ interactions or case-based learning and that there was ‘probably’ (75%) or ‘definitely’ (9%) not enough SUI. Both staff and service users reinforced the value of SUI in healthcare education, yet the potential of the role of the service users was not fully realised. Service users described the benefits of their involvement in humanising patients beyond the context of their condition/illness. Several challenges were highlighted, including limited resources, lack of empowerment and insufficient knowledge of the scope of SUI. Conclusions The need to educate all stakeholders about the potential for SUI beyond one-off contributions was highlighted. Additionally, engaged leadership is needed to facilitate the contextual integration of processes and procedures to embed the role of service users in higher education. Further investment is needed to advance SUI, which may require additional encouragement from funders, policy makers and regulators
  • PublicationEmbargo
    The first decade of teachers’ professional lives: a scoping review of research in the Republic of Ireland
    (Taylor and Francis, 2025-11-07) Hourigan, Mairead; Ní Chróinín, Deirdre; Fitzgerald, Johanna; Conway, Paul; Leavy, Aisling; Smyth, Emer; Fitzpatrick, Michelle
    Evidence points to the importance of teachers’ early career experiences in influencing their development, yet synthesised accounts that holistically capture evidence of teachers’ professional lives in the first decade of teaching is lacking. Framed by theoretical perspectives on teacher development, this scoping review sought to identify the extent and type of evidence in relation to primary, post-primary and further education teachers’ experiences in the first decade of teaching post-graduation in the Republic of Ireland. The implementation of the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) involved five steps: scoping, searching, screening, data extraction and data analysis and resulted in the inclusion of 39 research publications (33 journal articles, 1 book chapter and 5 reports). The findings indicate significantly more research in primary education contexts than the other sectors and some in-depth engagement from a contextual perspective on teacher development. However, there is a lack of comprehensive evidence to capture an overall picture of teachers’ journeys across their first decade of teaching, particularly in years 3-10. The review highlights the need for more research across all sectors to capture an overall impression of the first decade of teachers’ journeys that will inform future research, policy and practice-based initiatives.