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Open dialogue is a systemically-based approach to mental healthcare, originating from Finland. Growing numbers of practitioners are being trained internationally, but little is known about the impact of such trainings within a UK setting. This study used interpretative phenomenological analysis of focus group data to explore the experiences of thirteen individuals undertaking a three-year UK open dialogue training. Four themes emerged: (1) a powerful experiential process; (2) personal therapeutic change; (3) deeper and more open relationships and (4) altered relationships to power in working practice. The findings suggest that open dialogue trainees experience greater depth in relationships with both clients and colleagues as a result of training, even participants who already had therapeutic training backgrounds. The findings also contribute to Transformational Learning literature regarding how experiential, non-hierarchical, dialogical teaching methods may enhance learning on therapeutic programmes and, therefore, lead to positive changes within clinical practice., (© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Thirty years ago Boyer's report "Scholarship Reconsidered: Priorities of the Professoriate" (1990) inspired the launch of the 'SoTL movement' which sought to raise the status of learning and teaching in higher education. In this paper we argue that despite its honourable intentions the SoTL movement has been a thorn in the flesh of serious scholarship into learning and teaching in higher education. Drawing on various debates within and outside the SoTL movement and interviews with teaching and learning leaders in the UK, we argue that the time has come to consign SoTL to history, and start the process of asserting the value of higher education research. A widened understanding of SoTL that we conceptualise as SoTL 2.0 has superseded and edged out earlier conceptualisations of SoTL (SoTL1.0), weakening SoTL's potential research rigour, legitimacy and validity.

Purpose: The purpose of this paper is to share learning about practical steps that can be taken to eliminate persistent racism from the workplace, including racism by people who have cognitive impairments who do not understand the impact of their behaviours. Design/methodology/approach: This paper is informed by qualitative research. An independent researcher was commissioned to recruit 45 black British, black African and black Caribbean women living in Norfolk and working for a range of employers. Parameters were agreed in advance (aims, consent, data protection). A list of questions was provided to the researcher. The questions covered experiences of prejudice and discrimination. Data collection included face to face/online/telephone interviews, focus groups and questionnaires. The researcher recorded the women's views and compiled them in a findings report. The report was shared with the women to confirm that their views had been recorded accurately. The author has also convened conversations with over 100 professionals representing providers of public services, including social and domiciliary care. Findings: The author identified that it will be impossible for employers to eliminate persistent racism from their workplaces until all managers consistently and diligently address every report of racism effectively, in line with the steps set out in this paper. The purpose is to establish, over time, a workplace culture where racism is never tolerated or allowed to persist, and workers and managers learn – and become more confident – to recognise, address and eliminate racism at work. Until this is embedded, racism affecting workers will continue to go unchecked and unacknowledged in the workplace. Research limitations/implications: The data gathered to inform this paper (specifically the research commissioned and described in this abstract, in addition to other data, such as conversations convened with professionals) is qualitative data. It cannot be assumed that the experiences of the people interviewed reflect the experiences of all people. However, the voices of participants have highlighted issues to inform future planning. Practical implications: The author must be clear that, so far there has been no definitive solution to persistent racism in the workplace. The learning so far is being shared with the hope that this assists others with developing strategies to eliminate persistent racism. Social implications: Workplaces across the UK are committed to eradicating racism. However, the rate of change is glacial. This research paper shares learning about how to address this, to increase the pace of change, to begin to genuinely eliminate persistent racism from the workplace. Originality/value: To the author's knowledge, the learning from this research is original and not replicated elsewhere. [ABSTRACT FROM AUTHOR]

The move away from transmission-based lecturing toward a more student-centred active learning approach is well evidenced in STEM higher education. However, the examination of active learning has generally remained confined to formal timetabled contexts, with assumptions made that students independently manage the transition between timetabled and non-timetabled learning. This paper introduces research findings from a mixed methods study that used an ecological approach when investigating student transitions between a formal lecture theatre and adjacent informal breakout space in a UK STEM university. Using quantitative occupancy monitoring data to analyse usage patterns of both spaces, in combination with qualitative ethnographic observations and field interviews, permitted a purposeful exploration of student engagement with transitions within and between the two learning spaces. The ecological approach aided the discovery of spatial, pedagogic and agentic transitions and tensions, which subsequently informed strategic modification of space across the institution to facilitate the adoption of active learning pedagogy. [ABSTRACT FROM AUTHOR]

Historically fitness testing has been identified as a common but controversial physical education (PE)-for-health practice across the globe. Despite this, little is known about the current prevalence and implementation of fitness testing. This paper therefore reports on findings from a survey which gathered both quantitative and qualitative data to explore the 'if?', 'why?' and 'how?' of fitness testing and provide new insights into teachers' learning intentions, pedagogical practices, and attitudes towards it. The survey was distributed to PE departments in secondary schools across the UK, and responses were analysed and reported descriptively and thematically. Responses from 260 schools highlighted that fitness testing remains a common practice in PE, with 80% of PE teachers reporting it to feature in their curriculum. There was less consensus surrounding the 'why?' and 'how?' of testing, with variation evident in teachers' stated learning intentions, pedagogical practices, and attitudes. Despite its prevalence, PE teachers expressed concerns over negative pupil outcomes potentially arising from fitness testing, and over 60% of teachers were uncertain or agreed that fitness testing can have a negative impact on pupils' psychological health. Given the findings and the reported widespread prevalence of fitness testing, further research should explore pupils' perspectives, responses, and outcomes of fitness testing, including their motivational and emotional responses to testing. Working with teachers and encouraging them to critically reflect on the 'if?', 'why?' and 'how?' of fitness testing is recommended and will hopefully help to bridge the gap between research and practice. [ABSTRACT FROM AUTHOR]

Technology has become an integral part of our educational systems, and its importance in our schools cannot be overstated. However, digital skills, unlike other literacy skills, such as reading, writing, and numeracy, still have many discontinuities between how children use them at home versus in school. Therefore, in Wales (UK), digital skills are being promoted as part of the Digital Competence Framework (DCF) and feature highly in the new Curriculum for Wales (2022). Moreover, the new Digital Technology General Certificate of Secondary Education (GCSE) in Wales has been introduced to provide learners with the opportunity to gain a qualification that builds digital skills, knowledge, and understanding. However, this also brings many challenges for teachers, such as a lack of confidence, knowledge, and training, as well as a lack of resources and fear of change, to name a few. These challenges, in turn, have an impact on pupils' motivation and performance, as well as parents' ability to support their children. This paper presents a qualitative case study on the development of a new digital technology learning community for primary and secondary school pupils, their teachers, and parents in Blaenau Gwent, Wales (UK). Firstly, the paper will provide insight into what was required to establish an effective learning community, including ensuring engagement and buy-in from all stakeholders. Secondly, through the description, analysis, and interpretation of findings from two studies, the paper will highlight the impact of the DTLSN learning community on teachers and pupils in Blaenau Gwent, especially in terms of their learning and teaching. [ABSTRACT FROM AUTHOR]

Current educational research demonstrates the importance of equipping students to be active participants in their own learning. However, more work is needed to provide students with the metacognitive skills necessary to engage in Self-Regulated Learning (SRL). Feedback is a crucial component of the learning process and can be used by students to develop these skills but remains a source of dissatisfaction for students and educators. We contend that this is a result of a gap in students' understanding of the feedback process and the lack of dialogue between students and educators. This paper presents a methodology to conduct a feedback workshop as a means to improve the feedback experience while equipping students with the metacognitive skills needed to facilitate SRL. The methodology was evaluated in four workshops conducted with students from engineering and business at a university in the United Kingdom. In each workshop (excluding the pilot) students were requested to complete pre and post-workshop questionnaires and there was also opportunity for group discussion and reflection. Results demonstrate the potential benefits of such workshops in deepening the student understanding of the process and use of feedback. [ABSTRACT FROM AUTHOR]

Purpose: The first purpose of this paper is to update the core data set of self-neglect safeguarding adult reviews (SAR) and accompanying thematic analysis. A second purpose is to rebalance the narrative about adult safeguarding and self-neglect by highlighting two case studies where the practice was informed by SAR and the evidence-base of best practice. Design/methodology/approach: Further published reviews are added to the core data set, drawn from the websites of Safeguarding Adults Boards (SAB). Thematic analysis is updated using the four domains used previously. Two case studies are presented, using the four domains of direct practice, team around the person, organisational support and governance, to demonstrate that positive outcomes can be achieved when practice and support for practitioners align with the evidence-base. Findings: Familiar findings emerge from the thematic analysis and reinforce the evidence-base of good practice with individuals who self-neglect and for policies and procedures with which to support those practitioners working with such cases. The case studies are illustrative examples of what can be achieved and signpost SABs and SAR authors to question what enables and what obstructs best practice. Research limitations/implications: A national database of reviews completed by SABs has been established (https://nationalnetwork.org.uk) with the expectation that, in time, this will become a comprehensive resource. It is possible, however, that this data set is incomplete. Drawing together the findings from the reviews nonetheless builds on what is known about the components of effective practice, and effective policy and organisational arrangements for practice. Although individual reviews might comment on good practice alongside shortfalls, no published SARs have been found that were commissioned specifically to learn lessons from what had worked out well. More emphasis could be given to what might be learned from such cases. Practical implications: Answering the question "why" remains a significant challenge for SAR not only where concerns about how agencies worked together prompted review but also where positive outcomes have been achieved. The findings confirm the relevance of the evidence-base for effective practice, but SARs are limited in their analysis of what enables and what obstructs the components of best practice. Greater explicit use of case studies with positive outcomes might enable learning about what enables positive system change. Originality/value: The paper extends the thematic analysis of available reviews that focus on work with adults who self-neglect, further reinforcing the evidence base for practice. The paper presents two case studies where practice and the context within which practitioners were working closely aligned to the evidence-base for best practice. The paper suggests that SABs and SAR authors should focus explicitly on what enables and what obstructs the realisation of best practices. [ABSTRACT FROM AUTHOR]

Nurse‐led research and innovation is key to improving health experiences and outcomes and reducing health inequalities. Clinical academic training programmes for nurses to develop research and innovation skills alongside continued development of their clinical practice are becoming increasingly established at national, regional and local levels. Though widely supported, geographical variation in the range and scope of opportunities available remains. It is imperative that clinical academic opportunities for nurses continue to grow to ensure equity of access and opportunity so that the potential of nurse‐led clinical academic research to improve quality of care, health experience and health outcomes can be realised. In this paper, we describe and report on clinical academic internship opportunities available to nurses to share internationally, a range of innovative programmes currently in operation across the UK. Examples of some of the tangible benefits for patients, professional development, clinical teams and NHS organisations resulting from these clinical academic internships are illustrated. Information from local evaluations of internship programmes was collated to report what has worked well alongside 'real‐world' set‐up and sustainability challenges faced in practice. Clinical academic internship schemes are often opportunistically developed, making use of hybrid models of delivery and funding responsive to local needs and available resources. Key enablers of successful clinical academic internship programmes for nurses were support from senior clinical leaders and established relationships with local universities and wider organisations committed to research capacity building. [ABSTRACT FROM AUTHOR]

Mobile methodology has long been adopted in social science as a data collection tool and there is an established industry focused on cemeteries and ghost walks as a novel and appealing way to engage audiences in mortality. However, death studies have rarely sought to embrace mobile methods as an opportunity for innovation in teaching to enhance Higher Education (HE) student learning. This paper will reflect on the value and potential of adapting mobile methods to become mobile learning, an innovative pedagogic approach enabling the teaching of mortality to become an immersive experience of ‘learning on the move’ using mobile technology. Learning on the move has, I will demonstrate, a range of benefits for participants. These include the stimulation of the thanatological imagination and the schooling of participants to communicate effectively and sensitively about death, dying and the dead. I will explore the significance of mobile learning through the York Death and Culture Walk (DaCWalk), an open access self-guided fully podcasted walk through the centre of one of the UK’s oldest cities. The walk is designed to enable HE student walkers to experience embodied learning as they come to both know and understand mortality in a historic urban space. Mobile learning is argued to be a powerful innovation as a pedagogic tool for teaching and learning about death, dying and the dead. [ABSTRACT FROM AUTHOR]

This article presents research that explored the ways that systemic and family therapists might approach the support of families living with dementia. A constructivist grounded theory methodology was used to interpret interviews with four systemic family therapists working in the United Kingdom. All participants had professional and/or lived experience of dementia. Transcript analysis and theoretical sampling led to the development of five categories, each related to different aspects of considering systemic therapy in a dementia context. These categories were further developed into a 'systemically informed dementia orienteering' conceptual framework, which is presented in this paper as a learning resource. Findings are related to existing literature, and recommendations for future research are made. [ABSTRACT FROM AUTHOR]

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are studentcentred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client’s own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need. [ABSTRACT FROM AUTHOR]

The concepts of ‘graduateness’ and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of ‘skills’ acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have farreaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine the contribution that Outdoor Learning Development (LDO) makes to a university postgraduate programme in Human Resource Development for international students with work experience. It establishes the rationale for LDO inclusion based on notable research contributions and differentiates the role and format of this event from conventional outdoor management development programmes through a focus on self-organized learning. The progression from individual learning to intra-group learning over the three days of the event is based on the interplay of action, theoretical inputs and self-evaluation. An emphasis is placed on purposeful conversation for shared learning, systems thinking and personal responsibility for seeking collaboration – essential elements in the life of real organizations. Individual reflective capability and group conversational processes for enhanced learning skills are stimulated in follow-up discussion after LDO with video input on key incidents. The learning achieved is generally observed to be beyond what conventional classroom activities can offer and sets in motion new thinking to consolidate and apply academic knowledge across the whole programme, providing a stimulus to career development. [ABSTRACT FROM AUTHOR]

Acknowledging the extreme risk COVID-19 poses to humans, this paper attempted to analyze and compare case fatality rates, identify the existence of learning curves for COVID-19 medical treatments, and examine the impact of vaccination on fatality rate reduction. Confirmed cases and deaths were extracted from the "Daily Situation Report" provided by the World Health Organization. The results showed that low registration and low viral test rates resulted in low fatality rates, and the learning curve was significant for all countries except China. Treatment for COVID-19 can be improved through repeated experience. Vaccinations in the U.K. and U.S.A. are highly effective in reducing fatality rates, but not in other countries. The positive impact of vaccines may be attributed to higher vaccination rates. In addition to China, this study identified the existence of learning curves for the medical treatment of COVID-19 that can explain the effect of vaccination rates on fatalities. [ABSTRACT FROM AUTHOR]

This paper presents data from a study comparing student experience and attainment when teaching statistics using Traditional Teaching (TT) and Flipped Learning (FL) approaches on a Foundation level module at a UK university. A survey of students' experience and perception of FL was conducted at the end of the year. The results showed that the students liked the flexibility of FL and believed that studying asynchronously encouraged them to improve their independent learning skill and motivated them to search for more information for the subject, a finding broadly supported by other studies (Price and Walker, 2021). However, what was surprising, is that students believed they learned 'better' with TT than with FL, a perception supported by student overall attainment data. The study concludes that careful considerations must be made to make FL effective. These include the student demographic and their mathematics competency, the module contents and difficulty level. Otherwise, the use of FL may reduce students' engagement and academic performance in mathematics at Foundation level. [ABSTRACT FROM AUTHOR]

Clinical ethics can be viewed as a practical discipline that provides a structured approach to assist healthcare practitioners in identifying, analysing and resolving ethical issues that arise in practice. Clinical ethics can therefore promote ethically sound clinical and organisational practices and decision-making, thereby contributing to health organisation and system quality improvement. In order to develop students' decision-making skills, as well as prepare them for practice, we decided to introduce a clinical ethics strand within an undergraduate medical curriculum. We designed a programme of clinical ethics activities for teaching and assessment purposes that involved using ethical frameworks to analyse hypothetical and real-life cases in uni- and inter- professional groups. In this paper, we draw on medical student feedback collected over 6 years to illustrate the appeal to students of learning clinical ethics. We also outline the range of benefits for students, healthcare organisations, and the field of clinical ethics arising from tomorrow's doctors experiencing clinical ethics early in their training. We conclude by briefly reflecting on how including clinical ethics within tomorrow's doctors curricular can secure and continue future engagement in clinical ethics support services in the UK, alongside the dangers of preparing students for organisational cultures that might not (yet) exist. We anticipate the findings presented in the paper will contribute to wider debates examining the impact of ethics teaching, and its ability to inform future doctors' practice. [ABSTRACT FROM AUTHOR]

In the UK, transition to university has become regarded as the 'normative' next step for young people following completion of their post-16 education. This paper examines the views of 23 young people who, despite being suitably qualified to progress to university, were anticipating alternative pathways and options. The paper illuminates the centrality of young people's 'learning identities' in their decisions and the role of wider social contexts in structuring their opportunities to embark on higher education. Their 'learning identities' informed their views on the value of higher education and other options in securing future employment. The implications of these findings are highly significant in the context of congested and competitive UK labour markets in which obtaining a degree has become, in very many contexts, the bare minimum for securing employment. [ABSTRACT FROM AUTHOR]

In this paper, we present our development of a previously articulated approach to counselling education of transformational learning through a relational dynamic approach (Macaskie et al., 2013). We replace the idea of integration with a values-based approach and supplement the notion of transformational relational learning with a not-knowing attitude. This perspective on education and learning in counselling parallels the attitude within psychotherapy that we teach our students. We argue that this unites relational approaches to learning and psychotherapy across modalities and offers a trans-theoretical approach that could explain the common factors research in psychotherapy. [ABSTRACT FROM AUTHOR]

This paper is framed by Nick Zepke's, Vicki Trowler's, and Paul Trowler's concept of student engagement being "chaotic", suffering from "indigestion" and "fuzziness". This study was conducted at a UK higher education institution that recently moved to a "block and blend" delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and openended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts. [ABSTRACT FROM AUTHOR]

This paper analyses a live project collaboration between the Birmingham School of Architecture & Design and CoLab Dudley, a social innovation lab based on Dudley High Street. The project developed students' sustainability competencies while contributing to social, environmental, and economic progression and regeneration of local communities, and explored regenerative futures for Dudley High Street 2030 through engaging students, academics, collaborators, and a wider network of local people in a two-way collaborative learning process. Using Tilbury and Mulà's five principles of Education for Sustainable Development as a model, the collaboration was analysed to tease out how the work might impact the education of future practitioners. The research identifies a positive impact of real-life collaboration for students, academics, and collaborators in nurturing the conditions for radicality and reveals the conditions necessary for successful partnerships to develop. In going beyond technological solutions, the research reveals the potential of engaging students with real-world communities, participation, and future thinking to create radical practitioners ready to rise to the sustainability challenge. [ABSTRACT FROM AUTHOR]

Domestic Homicide Reviews (DHRs) are a statutory requirement in England and Wales, conducted when somebody aged 16 and over dies from violence, abuse or neglect by a relative, intimate partner or member of the same household. While key aims of DHRs are to identify recommendations and lessons learned to eventually prevent further domestic homicides, there is limited evidence globally regarding the extent to which these are followed up or make a difference. This paper explores the barriers and facilitators to the conduct and impact of DHRs to enhance their learning potential. It is based on nineteen qualitative interviews with professionals involved in the DHR process across five Safeguarding Boards in Wales and fourteen Community Safety Partnerships in the North‐West of England, UK. Findings are presented thematically under four section headings: upskilling and democratising the review process; family and friends' involvement; negotiating organisational blame to foster learning; and actioning and auditing recommendations. It is suggested that organisational learning cannot be achieved without accepting organisational responsibility, which could be interpreted as blame. The role and skills of the Chair are perceived as key to ensure a safe, evidence‐based, transparent and learning‐focused DHR process. Developing and actioning recommendations may challenge longstanding prejudices. Promoting the role of families/survivor networks and professionals on an equal footing would support a more democratic process. Learning could be enhanced by thematising recommendations and proactively using lessons from one area to inform another. Participants called for appropriate central regulation and accountability to support the action of recommendations. [ABSTRACT FROM AUTHOR]

Introduction: Deaths in care homes and "at home" are anticipated to account for a third of UK deaths by 2040. Currently, palliative and end of life care are not part of statutory training in care homes. Reflective practice is a tool that can facilitate practice‐based learning and support. Following a feasibly study to test "online" supportive conversations and reflection sessions (OSCaRS) to support care home staff in relation to death/dying during the first months of the COVID pandemic, a one‐year practice development follow‐up project was undertaken with the aim to create a team of NHS/specialist palliative care (SPC)‐based facilitators to lead and support OSCaRS provision in up to 50 care homes in one region in Scotland—the focus of this paper. Methods: Forty care home managers attended an on‐line session explaining the project, with a similar session held for 19 NHS/SPC‐based nurses external to care homes. Those interested in facilitating OSCaRS then attended three education sessions. Data collected: records of all activities; reflective notes on OSCaRS organised/delivered; a summary of each OSCaRS reflection/learning points; final interviews with NHS/SPC trainee facilitators. Results: A total of 19 NHS/SPC facilitators delivered one or more OSCaRS in 22 participating care homes. However, as of January 2022 only six trained facilitators remained active. Out of the 158 OSCaRS arranged, 96 took place with a total of 262 staff attending. There were three important aspects that emerged: the role, remit, and resources of NHS/SPC supporting OSCaRS; requirements within care homes for establishing OSCaRS; and, the practice‐based learning topics discussed at each OSCaRS. Conclusion: Attempts to establish a team of NHS/SPC facilitators to lead OSCaRS highlights that end of life care education in care homes does not clearly fall within the contractual remit of either group or risks being missed due to more pressing priorities. [ABSTRACT FROM AUTHOR]

Based upon a multi-species ethnography of companion dog training in the UK, this paper examines the training class as a site of inter-species communication through which dogs and their humans are mutually affected and transformed. We argue that dog training represents an important form of multi-species learning in which participants (human trainer, trainee and canine) shape one another, jointly if asymmetrically, through the performance of particular tasks and challenges. Successful training requires 'attunement' to the haptic and sensory experiences of another species and the creation of shared embodied languages through which relationships of trust and reciprocity are formed. Responding to calls for less human-centred methods we examine the possibilities of visual and ethnographic methods for capturing the 'animal's point of view' and explore how deep ethnographic involvement of the researcher's own body can draw attention to the everyday complexities of embodied inter-species communication. We consider the importance of our own embodied learning in decentring the human in the research process, engendering a corporeal understanding of the multi-sensory nature of inter-species interaction and transforming ourselves in the process. Through the use of ethnographic vignettes, photos and video stills we highlight the importance of body language, sound, touch, smell and training atmospheres in the creation of shared knowledges. In doing so we explore the possibilities of such methods for evoking the affective dimensions of human-canine interactions and attending to the complex and multiple actors and sensibilities which comprise multi-species training relationships. [ABSTRACT FROM AUTHOR]

The choice of mobile applications (apps) for learning has been heavily relied on customer and teacher reviews, designers' descriptions, and alignment with existing learning and human-computer interaction theories. There is limited empirical evidence to advise on the educational value of mobile apps as these are used by children. Understanding the impact of mobile apps on young children's learning is timely given the lack of evidence-based recommendations that could guide parents and teachers in selecting apps for their children. In this paper, we present the results of a series of Randomised Control Trials (RCTs) with 376 children aged 5 to 6 years old who interacted with two maths apps in three schools in the UK. Pre/post-test comparisons revealed learning gains in both the control and intervention groups, suggesting that the selected applications are equally good to standard maths practice. Implications for the selection and use of mobile apps are discussed. [ABSTRACT FROM AUTHOR]

The article presents updates on politics and education in the United Kingdom (UK). Topics include the publication of an analysis by the Institute for Fiscal Studies on October 22, 2021 of the levels of and changes to school spending per pupil across the four UK countries since 2009/2010, the funding announced by the Welsh government on January 6, 2022 for children and young people with additional learning needs, and the launch of a therapeutic and counseling service pilot in Northern Ireland.

Aim: To offer a practical way in which the status of healthcare assistants (HCAs) can be increased by drawing on their experience, knowledge and skillset, whilst mentoring medical students during an HCA project. Design: Qualitative, reflexive thematic analysis. Methods: One‐to‐one semi‐structured interviews were conducted between April and June 2019, with 13 participants. Participants included five healthcare assistants; three practice development nurses, two of whom were former HCAs; one registered general nurse and four clinical educators. Results: Two themes were identified: HCAs as silent, invisible caregivers (theme 1) and the formation of an HCA identity through mentoring (theme 2). HCAs are often silent performers of complex patient care with limited opportunity to engage in the interprofessional team dialogue. Social perceptions of HCAs describe them as a marginalised, poorly understood, 'unqualified' group with 'lowly status'. Mentoring medical students allows HCAs to draw on their experience, knowledge and skillset by actively contributing to the learning and development of future doctors. Conclusion: The mentoring of medical students gave HCAs an active voice within the interprofessional team, instilling their confidence and self‐worth. Mentoring allowed HCAs to move from a homogenous, group‐based social identity to a role‐based one that enabled HCAs to reveal the true extent of their work whilst negotiating their place and identity within the interprofessional team. Impact: Leaders in healthcare will see that a re‐evaluation of HCAs as performers of basic, hands‐on patient care is needed to breakdown ingrained beliefs, eliminating a 'us and them' mentality. Involving HCAs in the mentoring of medical students will impact on the personal development of both HCAs and medical students in the cultivation of a future, person‐centred, inclusive and collaborative workforce. Reporting Method: COREQ guidelines to enhance methodological rigour were strictly adhered to. Patient and Public Involvement: There is no patient or public involvement. [ABSTRACT FROM AUTHOR]

To explore the nature and extent of learning attained as a result of unaccompanied-by-faculty clinical nursing study abroad experiences and to answer the research question 'what is the nature and extent of learning during study abroad?'. Following the Covid-19 restrictions, international placement opportunities for student nurses are now resuming. In light of this, it is an opportune time for nurse educators to reflect and consider the effectiveness of clinical study abroad placements as contexts of learning, especially in relation to attainment of desired learning outcomes such as personal and professional growth and the development of culturally competent global graduates. This is an important area to research as specific understanding in relation to the extent of learning and variations in learning between students is limited. The study was situated within the interpretivist paradigm to elicit experiences of study abroad. Aligned to this, a hermeneutic phenomenological methodology was applied to ensure these experiences emerged from the subjective horizon of student nurses. Following ethical approval, two semi-structured interviews per student (post-return and follow-up) were conducted with student nurses who had undertaken a study abroad experience. Phenomenological hermeneutical data analysis for multiple context research was undertaken and a change-transformative learning theory lens was additionally employed to the analysis to differentiate between the extent of and variations in, learning attained. Twenty UK and European student nurses, who were registered onto a study abroad programme prior to the Covid-19 restrictions participated. Variations between participants were identified in relation to the nature and extent of learning. Participants experienced personal and professional growth and they experienced transformation in relation to self as a person, learner and nurse. However, variations existed when considering the attributes of global graduateness and cultural competence development. Whilst participants changed by expanding their knowledge in relation to global and cultural issues, some participants also appear to have concurrently experienced a reinforcement of ethnocentric frames of reference. Analysis revealed that study abroad offered opportunities for students to experience change and transformation. Whilst students demonstrated learning in both the domains of change and transformation, transformative learning in all identified outcome areas was not guaranteed. Whilst transformative learning was apparent when considering personal and professional growth, less extensive learning was demonstrated when considering development of the attributes of global graduateness and cultural competence. The paper therefore recognises the complex nature of study abroad experiences and recommends continued investigation in this field. [ABSTRACT FROM AUTHOR]

Introduction: Students starting medical school generally come from a learning background that expects them to learn content, which is reproduced to pass an exam. As a part of their learning development, they must adapt and become self-motivated learners who can determine the underlying principles or concepts and use these to problem solve in the uncertainty of real-life clinical practice. Whilst much has been written about designing curricula to promote learning development, there is no one-size fits all approach to facilitating this type of learning, thus an analysis of what helps and hinders learning development is indicated. Methods: Student pairs in Y2 and Y3 of an undergraduate Bachelor of Medicine, Bachelor of Surgery (BMBS) programme of a South-West UK medical school, were asked to audio record a conversation about their learning through a facilitated problem-based learning approach during the BMBS course so far. They were provided with a brief to aid them in their discussion in the style of the outside broadcast method of BBC Radio 4s listening project. Using this method, the conversation was unfacilitated and allowed to take its natural course. Conversations were transcribed and coded to determine emerging themes with respect to the developing understanding of the students about what and how they were learning. Results: Four student pairs volunteered for the project one from Y2 and three from Y3. Five key themes were identified including: from 'learning it all, to structured learning'; 'developing understanding and the spiral curriculum'; 'working alone versus working with others'; 'integrated learning and understanding context' and 'assessment and resources.' Narrative analysis within these themes suggested that over the course of the first two to three years of study, participants developed a better understanding of how best to learn, although there were differences in both time and order that participants reached a point where learning felt more natural to them. Discussion: Analysis of the data suggested that students develop independently towards being self-motivated lifelong learners. There were several key aspects of curriculum design that could be used to facilitate this development, which could easily be incorporated into developing or creating problem- / enquiry-based curricula. [ABSTRACT FROM AUTHOR]

Definition: The management of expectations in doctoral education relates to the negotiation and agreement of a learning contract denoting actions and initiatives between a student and a supervisor. A learning contract is a set of understandings of what things, actions and initiatives might reasonably be expected from whom, in the course of learning, where there is a natural power imbalance. This is important so that both scholarly and material progress can be made along all points of the doctoral learning experience, i.e., that learning is personalised, professional and productive towards an original contribution of knowledge. It is the evidencing of this continual learning process through research that is deemed to be doctoral at the final examination stage. A doctoral student is a learner on the highest degree pathway that is available at all UK universities. This typically results in a thesis, marking the end point of being supervised whereupon an assessment or examination takes place, which, in UK universities, is called a viva voce (Latin: the living voice). This is a verbal account or defence of the thesis document by the student, made to two or three examiners who comprise the examination team. In the UK, the viva examination is a private event, while elsewhere, for example, across Europe and North America, the examination can be a public event. A student on a doctoral programme usually has a period of registration that is 3 years full-time or 6 years part-time. Other terms that can be used interchangeably around doctoral supervision are candidate (for the student) and candidature, which is their period of registration. Supervisors also have roles denoted as the Director of Studies (DoS) or Principal Investigator (PI). The supervision team is led by a Director of Studies (or PI) who is often the most experienced scholar who teaches, guides and mentors their student's learning through the research they conduct. There are usually at least two supervisors in a supervision team in the UK, but there can be more as required depending upon the specialisms and topics being researched. Expectations formed by either the student or the supervisor(s) can be about physical resources to embark upon a passage of learning through a doctoral programme, or more typically, the discussion of expectations relates to managing the behaviours of students and supervisors in their respective roles. Managed expectations help to achieve a balance between the intellectual sharing of expertise by the supervisor with the self-directed initiatives for learning, which are taken by the student. The aim of managing expectations is to help a student move from dependence in their learning at the start of their programme to becoming an independent doctoral-level scholar who, once graduated as doctor, can act autonomously to conduct their own research, or even embark upon supervising others' research in the future. [ABSTRACT FROM AUTHOR]

Continuing professional development (CPD) is a substantial, but hitherto largely unappreciated component of lifelong learning and education (LLL/LLE). CPD encourages analysis of the LLL/LLE of those with high education in early years. It draws attention to the influence of particular organisations, professional associations and regulatory bodies, not only as suppliers of LLL/LLE, but also as facilitators of perpetual cycles of learning and in so doing connect lifelong learning with individual identities as professionals. This study highlights the importance of bringing a sociological perspective into understanding participation in LLL/LLE through consideration of a wider range of stakeholders. Data is presented on these organisations' CPD policies from a large-scale survey carried out in the UK triennially between 2003 and 2018, in addition to interviews, focus groups and other surveys of employees of these organisations in the UK, as well as in Australia, Canada and Ireland reported in many publications. The development path of CPD and the changes this has led to for the exercise of professionals' lifelong learning and for the functioning of these organisations themselves is analysed. CPD policies and programmes are portrayed as a structured system distinct from university continuing education and training. [ABSTRACT FROM AUTHOR]

Background: There is a global shortage of nurses, with particularly acute shortfall in General Practice Nursing in the United Kingdom estimated at as high as 50% vacancy rate by 2031 by some sources. There has previously been reluctance for General Practices to host student nurses on placement, but it has become imperative to increase placement capacity if practices are to be able to recruit a future workforce. Collaborative Learning in Practice is a means of organising placement learning for student nurses using a coaching model, that allows for leadership development, peer support and earlier engagement in patient care, and increases placement capacity. Methods: This was a mixed methods study using qualitative data from focus groups to evaluate the implementation of Collaborative Learning in Practice, and routinely collected audit data on numbers of clinic appointments to investigate the potential impact an increased capacity of student nurses might have on patient access to services. The aims of this study were: to implement and evaluate Collaborative Learning in Practice in General Practice Nursing settings; to explore issues of interprofessional learning; to explore patient access to services related to increased student nurse capacity. Results: Our qualitative data indicated the following themes as important to students and staff: Peer Support; Interprofessional Learning; and the Importance of 'own clinics' for students to see patients. The audit data indicated that having students leading their own clinics increased the clinic numbers available by approximately 20% compared to when students were not in placement. Conclusions: This study shows that student nurses increased clinic capacity and improved access for patients. Students valued their placement, felt that they were more 'part of the team' than in other placements and consequently had a greater sense of belonging. This was multifaceted, coming in part from the welcoming practice staff, in part from the opportunities for peer support engendered by the collaborative learning in practice model, and in part from the interprofessional learning opportunities available. General Practice Nursing placements for students are important for future workforce recruitment and can help meet Quality and Outcomes Framework targets for General Practices. [ABSTRACT FROM AUTHOR]

This article utilises the developing research literatures on policy learning and memory, with particular focus on the interconnections between institutional amnesia and policy myopia, to analyse the lowering of the age of enfranchisement to 18 for all elections in the UK in 1969 and its resonance, or otherwise, in contemporary debates concerning 'Votes-at-16'. Political and public interest in voting age reform has intensified in recent years. There has, however, been a noticeable lack of interest from either advocates or those opposed to 'Votes-at-16' in the ground-breaking decision taken by the UK government in 1969 to lower the voting age to 18 and policy lessons resulting in this radical reform. The article provides an overview of the policy debates linked to the lowering of the voting age to 18 in the UK in 1969 and then explores its policy effects and potential policy learning available from the introduction of 'Votes-at-18'. It concludes that a lack of memory of past policy interventions such as lowering the voting age to 18 can be a product of both 'institutional amnesia' combined with intentional and unintentional forms of 'policy myopia. [ABSTRACT FROM AUTHOR]

Much of the literature on military aircraft unit costs is based on US data. This article adds to our knowledge by using an original data set for UK military aircraft costs, profits and prices. A distinction is made between unit costs within a generation of aircraft and between generations. Four research questions are addressed. First, is the UK aircraft industry a decreasing cost industry; second, are new entrants higher cost suppliers; third, what is the evidence on profitability in war and peace and between new entrants and original developers; fourth, what is the UK evidence on Augustine-type cost escalation and on the efficiency of aircraft procurement in war and peace? The UK aircraft industry was found to be a decreasing cost industry reflecting both scale and learning economies. Typically, new entrants were higher cost suppliers and profit rates were higher in peace-time. There was substantial Augustine cost escalation for UK combat aircraft and doubts are raised about the efficiency of military aircraft procurement. [ABSTRACT FROM AUTHOR]

Background: The complexities associated with delivering randomised surgical trials, such as clustering effects, by centre or surgeon, and surgical learning, are well known. Despite this, approaches used to manage these complexities, and opinions on these, vary. Guidance documents have been developed to support clinical trial design and reporting. This work aimed to identify and examine existing guidance and consider its relevance to clustering effects and learning curves within surgical trials.Methods: A review of existing guidelines, developed to inform the design and analysis of randomised controlled trials, is undertaken. Guidelines were identified using an electronic search, within the Equator Network, and by a targeted search of those endorsed by leading UK funding bodies, regulators, and medical journals. Eligible documents were compared against pre-specified key criteria to identify gaps or inconsistencies in recommendations.Results: Twenty-eight documents were eligible (12 Equator Network; 16 targeted search). Twice the number of guidance documents targeted design (n/N=20/28, 71%) than analysis (n/N=10/28, 36%). Managing clustering by centre through design was well documented. Clustering by surgeon had less coverage and contained some inconsistencies. Managing the surgical learning curve, or changes in delivery over time, through design was contained within several documents (n/N=8/28, 29%), of which one provided guidance on reporting this and restricted to early phase studies only. Methods to analyse clustering effects and learning were provided in five and four documents respectively (N=28).Conclusions: To our knowledge, this is the first review as to the extent to which existing guidance for designing and analysing randomised surgical trials covers the management of clustering, by centre or surgeon, and the surgical learning curve. Twice the number of identified documents targeted design aspects than analysis. Most notably, no single document exists for use when designing these studies, which may lead to inconsistencies in practice. The development of a single document, with agreed principles to guide trial design and analysis across a range of realistic clinical scenarios, is needed. [ABSTRACT FROM AUTHOR]

Living with dementia can adversely affect people's spatial (orientation and navigation) and reality (time, date and place) orientation, which can detrimentally impact on their sense of social inclusion and wellbeing. This is an important challenge to address within United Kingdom (UK) care homes where around 70 per cent of the residents are living with dementia or severe memory problems. Care home managers have some autonomy in decision-making that impacts on the daily functioning of residents and are key in enacting the orientation and navigation agenda within a care home environment. Yet a paucity of literature explores their understanding and experiences of this issue. Contributing to this knowledge gap, our exploratory study examined managers' current practice of supporting residents with dementia to minimise disorientation and their knowledge of dementia-friendly design principles, guidelines and audit tools. Semi-structured telephone interviews with 12 UK care home managers were conducted. Questions started generally targeting residents' orientation and navigation abilities, followed by specific questions to draw out strategies used to support residents. Thematic analysis identified three higher-order themes: aligning strategies with needs, intuitive learning and managing within the wider business context. The findings demonstrated that managers perceive dementia to impact on a person's spatial and reality orientation. Consequently, the strategies they chose to adopt were tailored towards alleviating both challenges. However, although managers were aware of some design principles, they frequently relied on intuitive learning and past experiences to inform their choice of interventions, reporting a lack of knowledge and/or time to seek out orientation-specific training and guidance, resulting in a low uptake of guidelines and audit tools in practice. This gap between theory and practice highlights a need for accessible guidelines that integrate strategies with neuropsychological theory, and appropriate training to improve orientation and navigation in care home environments. Managers, staff, business owners, architects and designers all play a key role in implementing orientation guidelines into practice and ensuring dementia-friendly care home environments for residents. [ABSTRACT FROM AUTHOR]

Degree apprenticeships in the UK represent a shift in approach to degree-level study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices' viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning experience. Thirty-five second-year computing apprentices at a UK university participated in the study. Centroid factor analysis revealed three perspectives: aligned student-workers, busy professionals, and the cast adrift. Aligned student-workers were balancing work and study effectively, finding value in both. Busy professionals were already consolidated as professionals, using this degree apprenticeship to upskill. Finally, the cast adrift, reported a lack of support in the workplace that was affecting their view on the apprenticeship. This exploratory study, resulting in a new research instrument and approach, contributes apprentices' perspectives to research and practice, as apprenticeship models expand in the UK and beyond. [ABSTRACT FROM AUTHOR]

My name is Paul Christian. I am a Black British man with learning disabilities. The lives and experiences of Black people with learning disabilities are under ‐ represented in the UK history of learning disability. This article explains my involvement in activism to change this and shares the learning from these projects. It discusses the process of co‐writing and why research is needed to record and share the experiences of Black people admitted to the former institutions and the importance of accessible information about Black history, race and racism. Accessible summary: My name is Paul Christian. I am a Black British man with learning disabilities.We do not know much about the lives of Black British people with learning disabilities in the past. This article explains work I have begun to change this.It describes three pieces of activism in support of the Black Lives Matter movement. It shares learning from these projects and ideas for next steps. It tells the story of how I met Sue my co‐author and explains how we wrote this article together.This study is important because it shows more research is needed to understand the experiences of Black people admitted to long stay institutions. It demonstrates how people with learning disabilities are coming together to learn and talk about Black British history, discrimination and race, and to take action to stop racism. It encourages people interested in co‐writing to try it out. [ABSTRACT FROM AUTHOR]

Background: Patient involvement in psychiatry education is required by policy and has many benefits for students. Little research has focused on the impact on expert patients (EPs). Objective: This study aimed to explore the impact of involvement in psychiatry education on mental health patients. Design: A qualitative descriptive study using semistructured interviews was conducted in a psychiatry teaching unit in the East Midlands, UK. A purposive sample of 20 EPs involved in teaching was interviewed about the social and psychological impacts of involvement. Transcripts were analysed thematically and a coding scheme was developed. Results: Five themes were identified: shaping the doctors of the future—something worthwhile, challenging assumptions about mental health, recovery and transformation, vulnerability and support and expertise and power. Conclusion: These EPs benefitted from their experience of teaching. Involvement in psychiatry teaching may require putting oneself in a vulnerable position, but a supportive and open faculty team may mitigate this challenge. The Expert Patient Programme was seen as a way of helping to reduce the power difference between patients and doctors in the future. There is a need to examine the language that we use to talk about patient involvement as this may have implications for this power dynamic. The context and mechanisms that lead to the benefits described by participants should be studied so that these benefits may be generalized to other contexts. Patient Contribution: An EP was involved in the planning and ethical approval application process of the project and the drafting and approval of this manuscript. [ABSTRACT FROM AUTHOR]

Coach education is a learner-centred process, which often fails to consider the preferences of the consumer. Historically, research into performers' experiences of coaching have been influenced by the social constructivism of learning: in short, an expressed preference for what the performer has experienced as determined by their coach, rather than their own personal preferences. Therefore, this research used skateboarding as a natural laboratory in order to explore the current practices and preferences of performers in a coach-free environment. Ninety-one skateboarders from parks in the United Kingdom and New Zealand offered information relating to their current learning practices, how they learnt about learning, and how the top-level performers in their environment were differentiated. Findings suggest that a number of learning tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, and error usage). Results also suggest that performers deployed a number of cognitive skills (e.g., imagery, analogy, and understanding) to enhance storage of a movement as an internal representation. Finally, in the absence of formal coaching, performers use their knowledge of learning to appoint informal leaders. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The Royal College of Radiologists (RCR) is based in the United Kingdom but is a global organisation with members and fellows worldwide. In this invited article, the chair of the RCR Radiology Events and Learning (REAL) panel recounts his experience in looking at radiological errors. He starts with his personal work auditing his own mistakes as a junior consultant, describes what he learned in his departmental role in a large teaching hospital running a Radiology Events and Learning Meeting (REALM) and gives an overview of some of the work done over the last two decades by the RCR. This includes publishing national guidelines which set standards for running a REALM, setting up the REAL panel which produces a quarterly newsletter of cases from RCR members, and running an annual conference to share information with local radiology departments around the country. A review of the literature describing the drivers for this work and looking at the parallels with industry lies alongside the practical tips he found useful which he hopes would be helpful to anyone setting up their own departmental errors or discrepancy meeting. [ABSTRACT FROM AUTHOR]

Power relationships between undergraduates and academics are frequently overlooked. This article explores the construction of a 'traditional' power relationship between undergraduates and academics, through the theorisation of systemic and constitutive power and considers the prevalence of this dynamic within a higher education (HE) context. I draw from Fairclough's three-dimensional model of critical discourse analysis to explore 32 interviews, 12 observations and 12 policy documents gathered from two post-1992 universities in England. Academics and undergraduates in this study perceived the existence of a traditional power relationship, constituted through the behavioural expectations of the established social roles of the traditional learner and teacher, which form the dynamic. I will discuss the behavioural expectations and distributed powers of the traditional learner and teacher roles, before addressing the prevalence of the traditional power relationship within the universities in this study and the barrier this creates for more collaborative dynamics. [ABSTRACT FROM AUTHOR]