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Practice-based education is an essential component of pre-registration physiotherapy programs, and there is a need for a contemporary review of practice-based educational experiences. The aim of this study was to explore physiotherapy practice educators' experiences of supporting learners to inform considerations for future workforce development. This was a mixed methods sequential explanatory study based in the United Kingdom (UK). Phase one of the study utilized an online survey disseminated via the Chartered Society of Physiotherapy (CSP) professional networks. Phase two consisted of three semi-structured focus group interviews with participants who expressed an interest via completion of the online survey. All were registered or associate CSP members who actively support practice-based education. A total of 208 participants completed the online survey and a sub-set of 15 participated in online focus groups. Quantitative survey data were analyzed using descriptive statistics. Initial thematic analysis of qualitative data from both phases was undertaken by one researcher. Subsequent analyses were carried out independently by the remaining research team, and comparisons were made to agree on codes, categories, and themes. The practice educator is vital in developing the future workforce (30%, n = 61, strongly agree). Identified challenges included supervising more than one learner (34%, n = 67 not at all experienced) and using technology to provide alternative placement models (45%, n = 87 not at all experienced). Practice educators need accessible opportunities for professional development. Practice-based education should be embedded as an integral component of all staff roles. A team approach is essential to developing the future physiotherapy workforce. [ABSTRACT FROM AUTHOR]

Online learning has the potential to improve best practice in substance use treatment by facilitating access to high-quality resources. A user-centered design (UCD) approach can identify the needs, motivating factors, and working contexts of learners. Aim: The aim of this study was to identify ways of improving online learning for people working in substance use treatment services in England. Methods: Semi-structured interviews were conducted with 31 substance use professionals in England and 14 other professionals working in the field. Participants were asked about their training needs, working contexts, and current use of online resources. Data were analyzed according to the principles of UCD via Iterative Categorisation. Results: Participants reported "unmet needs" for training in therapeutic relationships and advanced therapeutic techniques. They enjoyed training that demonstrably improved the quality of life for people who use drugs and that provided career and personal development opportunities. Participants completed many mandatory online courses that were short and unpopular. Access to training was limited by time and financial constraints, with online training partially addressing these barriers. Conclusion: If online learning is to be optimized, the needs of substance use professionals must be accommodated; however, online learning that meets the needs of substance use professionals does not always match the best evidence. [ABSTRACT FROM AUTHOR]

Objectives: There is limited literature on the experiences of internationally educated nurses (IENs) who have joined NHS trusts in England in the past 20 years. The objectives of this integrative review included exploring and analysing the experiences of IENs in the NHS in England and identifying the cultural, pastoral and training needs of IENs during their first 2 years working in England and providing research-informed recommendations to better support IENs. Design: An integrative review of primary research studies using quantitative, qualitative, and mixed methods of data collection. Data source: CINAHL, British Nursing Index and Google Scholar. Results: Nine articles met the inclusion criteria for this integrative review. All articles contributed to the findings of three main analytical themes: expectations, challenges and belongingness. Conclusion: Limited research fully met the search criteria. This was concerning since IENs have been working in the NHS for decades, yet so few primary studies have been conducted into their experiences. The findings were in line with previous studies, which found that IENs faced challenges both in the workplace and in settling into an English way of life, and often reported feeling that they were not treated equally to their English counterparts. This integrative review raises issues and increases awareness of how the NHS in England can better support IENs transitioning into their new life and ways of working, to further aid recruitment and retention of the international nursing workforce. [ABSTRACT FROM AUTHOR]

By using the case studies of Denmark, England, and Greece, this desk review focuses on the directions of mediation for sustainability in relation to recruitment and retention of registered nurses (RNs) in order to inform policy and practice. The review focuses on six major thematic areas, i.e., nursing regulation, ageing nursing workforce, job satisfaction/well-being, education and training, migration, and finance to delineate the challenges related to recruitment and retention of the nursing workforce in the three geographical case studies. The review is structured in five sections, which are introduction, methodology, contextual analyses of three different countries, discussion and recommendations. Using a cross-national analysis, strategies that have been followed to enhance retention and recruitment as well as the barriers regarding their implementation are discussed. [ABSTRACT FROM AUTHOR]

Currently, 78,150 children are in care in England, with 11% of the most vulnerable living in 2,460 residential homes due to multitype traumas. These children require safe and secure trauma‐informed therapeutic care. However, the children's residential care workforce delivering this vital care is an unrepresented, under‐researched and largely unsupported professional group. The workforce undertakes physically and emotionally challenging work in difficult conditions, exacerbated by the COVID‐19 pandemic. Practitioner wellbeing is directly associated with outcomes for children. Therefore, we sought to understand how experiences within the workforce could improve overall working conditions, and thus outcomes for staff and children. Thirty participants took part in a survey, providing feedback on their experiences and the situations they faced during the English lockdown April‐June 2020. Two participants also opted to take part in a teleconference interview, rather than survey, although were asked the same questions. Data were analysed through thematic analysis. A stakeholder advisory board supported the project, including frontline staff, care leavers, service managers and policy researchers. The advisory board assisted in reflecting on the data from the survey and interviews to generate a complete analysis. Overall, staff require facilitated safe spaces for peer‐support, reflective and emotionally supportive supervision. An organisational awareness that staff wellbeing is intrinsically connected to the wellbeing and therapeutic outcomes of the children they care for is essential. Further, staff require a sense of belongingness to feel safe and competent in their role due to a lack of external recognition and professional representation or validation. Based on the findings of the study and an iterative process with the stakeholder advisory board, we created a Wellbeing Charter for adoption within organisations to promote and protect the wellbeing of this vital workforce. The COVID‐19 pandemic has exposed professional, financial and environmental inequalities that affect these frontline workers. Implementing organisational, statutory and policy‐driven initiatives to prioritise their wellbeing are essential for the vulnerable children they care for. [ABSTRACT FROM AUTHOR]

Unlike clinicians, no established competency framework or career pathway exists for the non-clinical workforce from which to establish formal training. This study tests the feasibility of implementing what the authors believe is the first competency framework of its kind for the non-clinical workforce, at level two of a four-tiered career pathway. Level two includes care navigation and signposting roles, capable of reducing clinical workload and improving patient care. Five Community Education Provider Networks (CEPNs) in South London collaborated to deliver training using the competency framework developed by OHSEL. They recruited employees from community health and social care providers, with predominant interest from primary care. Training included Apprenticeships and CEPN-developed modular training. Results for this largely part-time workforce identified enthusiasm for learning; increased confidence and commitment; a desire for career progression and preference for flexible training with skills directly usable at work. Workplace findings included the need for manager training in coaching and mentoring to support employees implementing new skills, and willingness from clinicians and managers to embrace new roles. Feedback was overwhelmingly positive with outcomes used to develop on-line accredited training. Larger studies are needed to confirm the impact on clinical time and patient care. [ABSTRACT FROM AUTHOR]

The article offers information on the historical journey of the NHS in England, highlighting its growth and expansion over 75 years. It discusses current challenges in the healthcare sector, such as nursing workforce shortages and the impact on patient care, emphasizing the need for collaborative efforts to address these issues and enhance the wellbeing of healthcare professionals.

Aim To investigate the views of senior nurse and human resource managers of strategies to retain hospital nurses in a metropolitan area. Background Against a global shortage, retaining nurses is a management imperative for the quality of hospital services. Method Semi-structured interviews, thematically analysed. Results Metropolitan areas have many health organisations in geographical proximity, offering nurses choices in employer and employment. Senior nurse and human resource managers recognised the complexity of factors influencing nurse turnover, including those that 'pulled' nurses out of their jobs to other posts and factors that 'pushed' nurses to leave. Four themes emerged in retaining nurses: strategy and leadership, including analysis of workforce and leavers' data, remuneration, the type of nursing work and career development and the immediate work environment. Conclusions In contexts where multiple organisations compete for nurses, addressing retention through strategic leadership is likely to be important in paying due attention and apportioning resources to effective strategies. Implications for nursing management Aside from good human resource management practices for all, strategies tailored to different segments of the nursing workforce are likely to be important. This metropolitan study suggests attention should be paid to strategies that address remuneration, progressing nursing careers and the immediate work environment. [ABSTRACT FROM AUTHOR]

The article reports on the responsibility of nurse leaders to stop discrimination and support fair treatment in the workplace, according to the Royal College of Nursing. The National Health Service (NHS) Long Term Plan aims is to make organisations show the diversity of the communities they serve. One million British pounds a year has been guaranteed to support work on the NHS Workforce Race Equality Standard (WRES) until 2025. WRES reported a rise in bullying and harassment from 2018 to 2019.

Educating and training the dementia workforce is a global challenge, given the expected increasing number of people living with dementia across the world as the population ages. Two projects from the UK (one regionally and one locality based) investigated courses available to the workforce and mapped the content of identified courses against a locally developed dementia care pathway. The locality project included a survey of what percentage of staff time was spent with people living with dementia, and what percentage of staff caseloads were devoted to people living with dementia. There was a great variation in the extent of education and training available, with some stages of the dementia care pathway poorly addressed. An educational strategy for the dementia workforce in the UK might include four categories of education and training: basic dementia awareness, intermediate level, advanced level, and dementia awareness for managers. Staff requiring education and training might be divided into three groups: those employed to work specifically with people living with dementia and their families; those working with people who have other conditions but some of whom will have a coincidental dementia; those working with other conditions but in settings where a high proportion of their patients have a comorbid dementia. To improve workforce skills in dementia care will require actions across the whole of education and training for professionals and untrained workers who provide services to this group. [ABSTRACT FROM PUBLISHER]

This paper presents some of the findings of an evaluation of the development of the first fourteen 14-19 Diplomas in England. It focuses on the question whether the government's aim to develop the new qualifications in an employer-led way has been fulfilled. In order to answer this question, the paper evaluates the contributions of employers in the Diploma development process, the strategies used to engage employers and employers' satisfaction with the outcome. The paper concludes that while employers have had a significant role in defining the content of Diplomas, they have been by no means leading or driving the overall process of qualification making. Due to the complex nature of the qualification system and the need for collaboration of a variety of actors, the role of employers may more accurately be described as key partners in the development process. [ABSTRACT FROM AUTHOR]

Study objective To examine knowledge, attitudes and experiences of London casino workers regarding exposure to second hand smoke (SHS) in the workplace. [ABSTRACT FROM PUBLISHER]

The article presents a detailed picture of the cohesive working of workers and immigrants together, citing reference of mills in Manchester, England. The article points out that migrators to industrial society tended to shape the system to fit their own needs and subtly exercised a collective strength in their adaptation to industrial conditions, rather than being submerged. Amoskeag Corp. controlled two-thirds of Manchester's labor force during the first two decades of the twentieth century. Amoskeag Corp. recruited its early labor force among rural New Englanders but immigrants from England, Scotland and Ireland began to replace native workers. In response to the growing numbers of new immigrant workers in the beginning of the twentieth century, the corporation embarked on a series of programs intended to modernize the system of production by introducing an efficiency plan, and by providing a welfare program aimed at socializing the workers into a permanent industrial labor force. The programs came to an end with the nine month long strike. Even then the workers continuously exercised control were job mobility, family regulation of hiring and job placement.

An editorial is presented on the challenges faced by the health care delivery. It discusses the recruitment crisis in the medical care workforce, increase in the demand of clinicians, workshops Trainees in the Association for the Study of Medical Education (TASME) and pressure from the Great Britain National Health Service (NHS).