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Coaching has become increasingly popular as a mechanism to support learning across the health professions education (HPE) continuum. While there is a growing body of literature in this area, there is minimal guidance related to the design and implementation of academic coaching in health professional courses. This paper seeks to contribute to this literature by presenting guidance for academic developers who are considering introducing academic coaching into a health professional course. The 12 tips are based on the authors' collective experiences of designing and implementing academic coaching in university medical courses in Australia and the UK. Although focused on medical education, this paper is intended to have applicability across the health professions, and potentially across university and postgraduate training contexts. Together, the tips offer a strategic and operational framework to guide the design and implementation of academic coaching initiatives in health professions education. [ABSTRACT FROM AUTHOR]

A broad range of health professionals can obtain the authority to prescribe in the UK upon successful completion of an accredited non-medical prescribing programme. Since the Covid-19 pandemic, many approved education institutions have adopted more permanent blended approaches to their programmes. This literature review aims to explore blended approaches to delivering postgraduate education to health professionals, with a view to improving the performance and satisfaction of students undertaking non-medical prescribing programmes. Seven papers were selected from a database search; five were research literature and two practice literature. The results suggest that social constructivism and laying a 'foundation' for effective study are key to student satisfaction. Advising students to engage with the provider's Virtual Learning Environment before a programme commences, dividing students into small groups that are designed to create communities of practice, scheduling face-to-face activities to provide early opportunities for social interaction and further research are recommended to enhance education for non-medical prescribers. [ABSTRACT FROM AUTHOR]

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Introduction: This paper draws on a study and its findings that set out to explore why some students appear to thrive, turning placement experiences into positive empowering opportunities despite the challenges, where others may not. Findings established a broader application beyond placements to inform curriculum design and delivery that nurtures professionalism, competence and identity from pre-admission to transition into practice as a journey of growth and development. Method: A mixed-methods approach was adopted. Questionnaires and interviews gathered data from two cohorts in traditional (n = 25) or role-emerging placements (n = 13). An interpretive approach was employed for the qualitative data. The quantitative data underwent statistical analysis. Findings: Students in role-emerging placements scored higher in resilience prior to and developed greater resilience as a consequence. These students scored higher in traits of openness, conscientiousness, extraversion and agreeableness and were more emotionally stable compared with students in traditional placements. Agreeableness was positively correlated with greater resilience in these students. Conclusion: Curricula design and delivery should embed opportunities throughout programmes of study enabling students to nurture an openness to new experiences, with positive risk taking, building an ability to thrive. Understanding individual differences in students informs the development of competence and identity pivotal for transition into practice. [ABSTRACT FROM AUTHOR]

The current paper is motivated by longitudinal progress tests given to medical students in the United Kingdom, which are used to assess students' applied medical knowledge during their learning programme. The main analytic interest is the maximum competency each student achieves on the assessment and the point in the programme at which each student attains this competency. Direct estimates of maximum competency and the time at which students realised this competency are useful for optimising allocation of classroom and hands‐on experiences, as well as to inform curriculum development. Models have been developed for estimating the timing of a threshold or cut‐off common across people or for estimating different rates of change that occur for different phases of time. However, less attention has been paid to models interested in the timing of a value that can change across people—such as maximum competency—and where growth is flat in some phases of time. In this paper, we build a model that borrows pieces from various existing methods such as reparameterisations of polynomial models, splines for ceiling effects, time‐to‐criterion models, dynamic measurement and non‐linear mixed‐effect models to allow the motivating questions to be addressed from these data. [ABSTRACT FROM AUTHOR]

This paper dissected the role of leaders in implementing equality, diversity and inclusion in UK higher education. Since most Higher Education Institutes are now monitored on their graduate outcomes, it is important that they are inclusive within planning curriculum design so as to give their students better chances and outcomes at completing their studies and being competitive in the global jobs market. The UK law and legislation worldwide is stepping up to value inclusion and now moving away from passive social exclusion. The research used ethnographical research in order to find out if equality, diversity and inclusion is being effectively implemented in curricula design. The results are based on one organisation in the Northwest of England using data collected over a 4-year period. A mixed method research design was also devised to use in-depth unstructured interviews to tutors of HND and degree programmes regarding curriculum design on their programmes. The findings show that there has been significant changes based on social and political influences, such that leaders are therefore working within standardised frameworks as a result of legislation. The primary research confirms that leaders have more understanding of equality, diversity and inclusion and it has the potential to self-sustain the UK higher education system. [ABSTRACT FROM AUTHOR]

Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly ‘closer to everyday practice’ while also recognising development involves extending notions of what ‘practice’ is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment and meets strategic objectives around developing student literacies, graduate attributes and strengthening engagement in continuing professional development (University of Glasgow, 2015, 2021). This good practice example showcases the curricula design process of redesigning a cross-institutional PGCAP programme at a UK university, to one that has a strong focus on everyday academic practice, while also adopting authentic learning activities and practical assessments to unlock the creative pedagogical potential of early career academics, and build their confidence. The aim of the redesigned curricula being to encourage collaboration across disciplines, reflection, and learning beyond ‘normal’ and customary practices within disciplines. This paper also discusses the results of a mixed methods survey of academic colleagues (as students) studying the PGCAP, exploring their perceptions of the programme’s authenticity, its practicality, as well as the value of learning activities and assessments and, importantly, the impact on their practice. In terms of implications for practice, this paper encourages readers to consider how they could develop their own curriculum, introduce greater authenticity, and move away from deficit models of academic development. [ABSTRACT FROM AUTHOR]

Introduction: Queer pedagogy is a lens through which the hegemonic discourses of curricula and the heterosexual assumptions within them can be made visible. Using this lens, sexuality and gender norms incorporated in undergraduate medical and health curricula can be located and the lived experience of a curriculum examined. This paper seeks to determine the extent of hetero/cisnormativity within UK pharmacy education with the aim of problematising the normalisation of heterosexuality; following this, strategies to disrupt structured hetero/cisnormativity are considered. Methods: Online cross‐sectional surveys were distributed to course leads (n = 29) and students enrolled on undergraduate pharmacy (MPharm) programmes. Surveys captured quantitative data on curriculum design and perceived barriers to implementation of inclusive curriculum design (the espoused LGBTQI+ curriculum), as well qualitative data on the lived experience of the hidden curriculum. Quantitative data were analysed using descriptive statistics, whereas qualitative data were analysed thematically. Results: Responses were received from 19 course leads and students from 25 MPharm programmes, representing varying completion rates. Findings suggest the shared values and goals of pharmacy education act to normalise and legitimise hetero and cis identities within curriculum design that othering as a consequence of heterosexual normativity is experienced and that pharmacy education is an LGBTQI+ opponent and does not adopt an ally attitude. Moreover, both educator and student data suggest that the enacted and experienced curriculum fails to prepare learners to care for LGBTQI+ people. Discussion: Despite findings suggesting the espoused or enacted curriculum absents LGBTQI+ people, and the hidden curriculum is experienced as homonegative, learners are questioning, resisting and disrupting the hetero‐ and cisnormative benevolent heterosexism within UK pharmacy curricula. This method of curricula interrogation can be adopted across health professions education as a means for ongoing problematising and disruption of normativity in clinical education. The study establishes widespread hetero/cis normativity in UK pharmacy education, exposing a hidden curriculum that opposes LGBTQIA+ people. Queer pedagogy is offered as a means of questionining, resisting, and disrupting such patterns. [ABSTRACT FROM AUTHOR]

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities. [ABSTRACT FROM AUTHOR]

The special issue aims to explore the possibility of pedagogy and curriculum design for promoting 'belonging'. Relevant to this aim is the question which we address in this proposed paper: To what extent, and in what ways, do students understand their learning experiences (i.e. of pedagogic and curricular practices) to be relevant factors in contributing to their sense of belonging? This paper draws from a study into students' sense of belonging that has so far run for two years, in Winter-Spring of 2019-20 and 2020-21. Building on existing research that has systematically sought to understand the dimensions and factors shaping students' sense of belonging in higher education, our mixed-methods study combines three methods of collecting data from students: a Sense of Belonging Scale, an open-ended questionnaire item, and in-depth semi-structured interviews. The data captures the views and experiences of ~500 students at one research-intensive university in the UK. Our findings have implications for teachers and institutional policy by revealing how particular pedagogic and curricular practices can both enable and undermine students' sense of belonging, as well as the limits of pedagogy/curricula in influencing belonging. We also explore how these factors interact with students' biographical characteristics, with some students facing particular challenges with regards to 'belonging'. We conclude that pedagogy and the curriculum have their main influence not directly, but rather by contributing to a broader 'academic sphere', within which students do or do not develop a sense of belonging. Practitioner Notes 1. Certain pedagogic and curricular practices and experiences promote sense of belonging 2. Sense of belonging is 'situated' and 'relational', as emphasised in other recent literature. 3. Pedagogy and the curriculum have their main influence on students' sense of belonging by contributing to a broader 'academic sphere' that shapes students' holistic experience. 4. Students' understanding of belonging is grounded in their perceptions of the specific institution that they belong to. 5. Strategies for promoting belonging should therefore be contextualised, since there is unlikely to be a 'one size fits all' model. [ABSTRACT FROM AUTHOR]

The operative and non-technical skills exposure of urology trainees has reduced due to a number of factors, including the European Working Time Directive, and the COVID-19 pandemic. Simulation-based education (SBE) is an innovative addition to clinical experience which can begin to address the skills-based learning deficiency in order to help trainees meet their curriculum requirements and optimise the exposure required for a trainee to become a competent general urology consultant. Surgical simulation is an effective training tool but has a complex implementation process, requiring considerable planning tailored to specific educational targets, to ensure it is sustainable and reproducible. Methodology from the field of implementation science offers an invaluable approach to design an effective simulation-based training adjunct, as exemplified by the example of the UK Urology Simulation Boot Camp (USBC), a comprehensive training course which incorporates core technical and non-technical skills based on the current Joint Committee on Surgical Training (JCST) urological training curriculum to equip newly appointed urology trainees to work as competent junior registrars. Delivered annually in Leeds since 2015, the course has had excellent feedback and results in improving the urological knowledge of trainees, as well as increases in trainees' confidence. This paper will provide a summary of how the course was designed, delivered, reproduced, sustained and evaluated. Its success is demonstrated by its incorporation into the UK urology training programme, and since 2018, it is now recommended to all new urology residents in the UK. The course implementation model would be applicable to other surgical specialties. [ABSTRACT FROM AUTHOR]

In the current context of the undergraduate PR academic education in the United Kingdom degrees being shut down or merged with other communication disciplines, the present essay represents a timely reflection on the results and internal incoherence of PR education provision in the United Kingdom. Starting from the key idea that public relations is a mature occupation and academic social discipline, we developed a thorough analysis of PR fields, where we analysed the intra- and inter-dynamics between these various types of fields, aiming at identifying the main issues that impact the teaching of PR and its academic expressions. Drawn from the field analysis, we then focused on two key trends which currently shape the undergraduate PR education in the UK to recommend changes to the process of curriculum development that reconstructs the social value of Public Relations. [ABSTRACT FROM AUTHOR]

Recruitment of general practitioners (GPs) in the UK has been suboptimal. There is a wealth of literature exploring recruitment into general practice and opinions of general practice, set in many contexts. This paper aims to synthesise all the elements and extract mechanisms to explain what works, for whom in what circumstances, to create a comprehensive understanding and highlight potential target areas for improvement to improve understanding and fuel interest in general practice careers. A realist review of literature and contemporary data was conducted in line with RAMESES standards. Analysis and synthesis were aided by NVivo. An initial program theory was developed following discussion with expert informers. Sections of text from included literature relating to program theory were extracted and synthesised into a final program theory using a realist logic of analysis in which recurring Context-Mechanism-Outcome configurations (CMOCs) were identified. Searches identified 27 relevant documents. Twenty recurring CMOCs were extracted, explaining how student perceptions of General Practice were influenced by placement experiences, comments from hospital doctors, medical school faculty, peers, GPs, student perceptions of lifestyle and the media. The GP placement environment plays an important role in the formation of opinions about the speciality. The impact of social influence varies depending on the student's desire to belong to a reference group and their level of self-monitoring behaviour. The 'GP lifestyle' was judged to be compatible with many students' needs. This realist review provides recommendations on how curricula can adapt to provide an accurate insight into general practice. [ABSTRACT FROM AUTHOR]

Background: Current evidence in cariology teaching is not consistently reflected in paediatric dentistry in the United Kingdom (UK). Many dental schools are not consistently teaching biological approaches to caries management, with outdated or complex methods being taught outwith the purview of general dental practitioners. This scoping review aimed to map current guidelines on the management of caries in children and young people. This is part of a work package to inform the consensus and development of a UK-wide caries management curriculum for paediatric dentistry. Methods: A search of electronic databases for peer reviewed literature was performed using Cochrane Library, MEDLINE via PubMed, TRIP Medical Database and Web of Science. Hand searching was undertaken for grey literature (citations of sources of evidence, websites of global organisations and Google Web Search™ (Google LLC, California, USA). Results from databases were screened independently, concurrently by two reviewers. Full texts were obtained, and reviewers met to discuss any disagreement for both database and hand searching. Results: This review identified 16 guidelines suitable for inclusion. After quality appraisal, eight were selected for synthesis and interpretation. Key themes included the shift towards selective caries removal and avoidance of complete caries removal unless in specific circumstances in anterior teeth. For "early lesions" in primary and permanent teeth with and without cavitation, several guidelines recommend biological management including site specific prevention and fissure sealants. Conclusions: This review mapping current cariology guidelines for children and young people found gaps in the literature including classification of early carious lesions and management of early cavitated lesions. Areas identified for further exploration include integration of biological caries management into treatment planning, selective caries removal and whether pulpotomy is specialist-level treatment, requiring referral. These results will inform consensus recommendations in the UK, using Delphi methods. [ABSTRACT FROM AUTHOR]

Collaboration between staff and students for improved curriculum design is presented as highly beneficial in many contexts. In particular, Education for Sustainable Development (ESD) is seen as facilitating co-design and collaboration. However, students tend not to be actively involved in curriculum change, especially in whole programme design or review. Furthermore, few studies consider partnership with students in the context of ESD inclusion, which was the focus for this collaboration. The aim of this study was to explore staff and student perceptions of participating in a collaborative approach to the review and development of the undergraduate law curriculum in a university in the UK. A developmental evaluation using mixed methods was used to study the expectations and experiences of students and staff through a process of curriculum review and change to incorporate ESD. Our findings demonstrate the rewards of a collaborative process incorporating diverse perspectives. However, they also highlight barriers for students and staff, including perceptions of risk associated with student involvement in the process, and we offer reflections on navigating these potential risks. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand a collaborative learning model for developing 'training the trainer' courses • To develop training programmes on indigenising systematic reviews to local contexts • To gain insights into adult learning and teaching strategies Background: Developing a workforce with the skills to produce and make judicious use of evidence for policy and practice decisions requires trainers who can tailor evidence and training to policy and practice priorities. Aim: To describe how a collaborative learning model adapted a systematic review course to suit Indian nurse educators and research scholars in the conduct and use of systematic reviews. Discussion: A collaborative learning team of academics and research scholars brought together expertise in nursing education in India, and evidence synthesis in India and the UK. Participants found the course was highly beneficial, enhanced independent and critical thinking, and instilled them with the confidence and skills to deliver such courses to Indian researchers, nurses and other healthcare professionals. Conclusion: Contextualising materials and methods to participants' experiences made learning more relatable. The use of adult learning approaches enabled participants to apply the same approaches when leading training in their own institutions and underpinned long-term sustainable working relationships between facilitators and learners, leading to new studies and new resources to support evidence-informed decision-making. Implications for practice: An educational intervention on 'indigenising systematic reviews' with online collaborative learning can produce improvements in the knowledge and skills of participants. Advantages of this educational approach include its flexibility, active involvement of participants and sustainable partnership building. The principles and methods used could be replicated in any setting to train trainers. [ABSTRACT FROM AUTHOR]

Purpose: Health and social care professionals are ideally placed to identify and address gender-based violence (GBV), yet research continues to demonstrate that the subject is being poorly covered at undergraduate level. This qualitative study explored health and social care students' and educators' views on GBV education, with a view to identifying 'best practice'. We aimed to capture students' and educators' experiences and perceptions of GBV education across participating countries; how participants thought GBV should be taught/learned within their curricula; and their views on how GBV education might be 'optimized'. Methods: We conducted nine focus group discussions and one semi-structured interview with 23 students and 21 academic staff across the UK, Australia and Chile. Results: Thematic analysis yielded three themes: (1) GBV addressed in all but name, (2) Introduce sooner, explore later and (3) A qualitative approach to learning. Educators and students indicated that GBV is largely being overlooked or incompletely addressed within curricula. Many participants expressed a wish for the subject to be introduced early and revisited throughout their study, with content evolving as cohorts mature. Lastly, our findings indicate that GBV education could benefit from adopting a 'qualitative' approach, prioritizing survivor narratives and incorporating dialogue to facilitate student engagement. Conclusion: Though time constraints and competing demands within undergraduate curricula are frequently cited as barriers to moving away from traditional didactic methods, our findings suggest that teacher-centered strategies are insufficient and, in some regards, inappropriate for GBV education. The need for a paradigm shift in GBV education is discussed. [ABSTRACT FROM AUTHOR]

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that could be used as a resource for coordinating the actions of education specialists and practitioners in Education in Emergencies (EiE) situations. This article outlines the curriculum framework design approach they developed for the Maths and Science components of the LP framework. The article outlines a three-stage curriculum framework development model, which involves consideration of context, leading to descriptor generation, and attending to cohesion building elements. [ABSTRACT FROM AUTHOR]

In this article we apply theoretical tools from the work of Elias and Connell to critically discuss the ways in which gender relations on Higher Education sport courses are manifested and experienced by students. Drawing on data from an analysis of curriculum, as well as interviews, surveys and workshops with students across a range of sport courses at one university, we explore curriculum design and the ways in which knowledge is presented which both marginalises and compartmentalises issues of gender, as well as presenting knowledge as gender neutral. This article provides a critical understanding of how knowledge about gender and women's sport features and is taught in UK Higher Education sport courses, alongside how students experiences in the classroom to provide an understanding which reinforces existing gender regimes and gender relations. [ABSTRACT FROM AUTHOR]

Aim: Writing is key to academic success and job opportunities later in life. Nevertheless, every year children leave primary school struggling to write and few assessments enable schools to reliably identify and target weaknesses in children's writing. This study explored curriculum-based measures of writing (CBM-W) for assessing writing in primary schools in the United Kingdom (UK). Method: Twenty-seven children from a Year Five class in an English primary school responded to a narrative prompt administered for five minutes once a fortnight for a 10-week period. Children completed a standardised assessment of writing quality (the WIAT) prior to the first CBM-W assessment. CBM-W measures included number of words written (WW), words spelled correctly (WSC), correct word sequences (CWS; any two adjacent words used correctly in context) and correct minus incorrect word sequences (C-IWS). Findings: All four CBM-W measures demonstrated concurrent validity in relation to the WIAT and captured significant differences in writing performance between children with and without a SEN. Measures also captured pupil growth, demonstrating the utility of CBM-W both as a tool for screening and progress monitoring. Limitations: The small sample placed limits on the generalisability of findings. Additionally, piloting the equivalence of the writing prompts used in this study may have reduced the risk of measurement error. Conclusion: Findings demonstrate the technical adequacy of CBM-W and promising evidence of its potential use by teachers, SENCOs and EPs to assess the writing of primary school children in the UK. [ABSTRACT FROM AUTHOR]

Chiropractic lecturers sit at the interface between theoretical education and the transition to clinical practice. They are central to a positive and high-quality learning environment. This study aimed to explore how chiropractic students in the United Kingdom rate the importance of lecturer qualities and their influence on overall preregistration course experience. An online mixed-method questionnaire was used. Data were converted into proportions with lower and upper limits of the 95% confidence interval (CI). Likert-scale questions were treated as numeric variables with the mean, mode, median, and percentage calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions. Of the population of current UK chiropractic students, 195 completed the questionnaire. Five out of 12 teaching roles were rated as very important, including the ability to deliver high-quality information and evaluate the curriculum (mean = 4.71). Communication ranked as the number 1 personal quality followed by command of the subject. Lecturers were perceived as very important to overall course enjoyment (mean = 4.88) and students' ability to succeed (mean = 4.54). Students felt it was more important that lecturers were clinically active (84%; 95% CI, 78%–89%) than research active (25%; 95% CI, 19%–31%). Chiropractic students in the United Kingdom recognize the significance of lecturers in the educational experience. A range of qualities were considered important relating to overall course enjoyment and student outcomes. Clinically active lecturers facilitate student development. Of importance, students felt course evaluation and curricula development were valuable qualities in the modern-day lecturer. [ABSTRACT FROM AUTHOR]

The transition to remote learning in response to the COVID‐19 pandemic was unprecedented and unanticipated, resulting in professional courses delivering content and conducting skills‐based practice online. For counselling students, placements also transitioned to online, meaning previous skills acquired through face‐to‐face learning required adapting for remote working. This project sought to evaluate UK‐based counselling students' experiences of participating in online role‐play activities. Through purposive sampling, individual semi‐structured interviews were conducted and analysed applying thematic analysis. The findings indicated participants identified fundamental differences between planned online content compared to the unanticipated transition they experienced due to the pandemic. Whilst varying attitudes were shared, all participants recognised the value of skill acquisition for future employability and all recommended an element of online practice should be embedded in future course delivery. Whilst limited to a specific sample, key recommendations were identified, including the importance of involving students in course development, recognising the importance of diversifying role‐play practices for skill development and the application of a transitions model to facilitate understanding of the student experience. Though making some progress towards understanding this unique experience, further evaluations conducted with students from different counselling fields and institutions are required to further strengthen the recommendations made. [ABSTRACT FROM AUTHOR]

Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11–14-year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article discusses classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design. [ABSTRACT FROM AUTHOR]

During the late Victorian and early Edwardian period references to 'social work' in the UK emerged in the context of the movement for social reform. Using a wide variety of contemporary literature, archival sources and Internet searches this article finds that, alongside charitable and philanthropic work, the term 'social work' referred to a particularly wide range of social, health, educational, industrial welfare and recreation activity. Few attempts were made to attribute an explicit meaning to the term and it was not used as frequently as is sometimes implied by commentaries about the period. However, voluntary and paid workers were increasingly referred to collectively as 'social workers' and became the subject of increasing discussion about their roles and need for training. This article traces the developments in references to social work and social workers in the literature and highlights the early debate that took place in the UK and USA about the relative importance of practical work and study of the social sciences, introducing the tension which characterised social workers' subsequent difficulties in establishing a professional identity. [ABSTRACT FROM AUTHOR]

How does a Law School at a British university make its learning environment more inclusive? Fifty percent of UCLan's Law School's students come from low income backgrounds and 48 percent from minority ethnic backgrounds. Most academic staff within the school are white. UK law is based on Judeo-Christian origins and key statutes and cases determined by white jurists. In 2018/19, the school adopted a three-pronged approach. Firstly, it set up a staff team for one academic year who were tasked to de-colonize the curriculum and to improve the inclusivity of the classroom environment. The team used legal-design methodologies that focused on the student user experience. Secondly, the team, mindful of its own experiential limitations, made the decision to seek external training from an inclusive learning specialist. Thirdly, the school set up a co-design group with recent graduates to become better informed about the minority ethnic student experience. The key changes made to the syllabus and learning environment are identified together with the early wins but also the pitfalls. [ABSTRACT FROM AUTHOR]

Recently, more and more Chinese language learners not only learn the language but also use the language to learn an additional subject (language+1) and therefore a curriculum of Chinese for Specific Purposes is needed. This study explores the theory and practice for such a curriculum starting with Business Chinese (BC). The research methods include a Needs Analyses survey at the beginning of the study, thirty-six hours of class observations during the study, and a National Student Survey (NSS) at the end of the study. To triangulate the quantitative data, a focus-group interview is conducted for a deeper understanding of students' attitudes towards and insights on the curriculum. The study is carried out at University of Manchester, UK with 72 Chinese-majored degree students. A curriculum design committee consisting of professionals, graduate entrepreneurs, subject lecturers, language tutors and current student representatives is set up for designing, implementing and monitoring the curriculum. The Content and Language Integrated Learning (CLIL) approach is employed for students to learn the subject knowledge while practising the language. The subject knowledge is introduced via lectures and discussed at seminars; business content is practised by students setting up and running their own companies, virtual or real; and language skills are trained via presenting their companies to potential clients and customers, negotiating with counterparts and by writing business reports etc. The NSS results with 100% satisfaction rate show students' positive attitudes towards the curriculum, and students welcome the curriculum in that they are learning BC by running their own business and that during the process, they apply the subject knowledge into their own companies and the target language is used throughout the process. By managing their own companies, they go through business procedures, develop related knowledge and skills, share ideas with peers and obtain practical advice from professionals. Students appreciate the engagement and empowerment by running their own companies. This curriculum model can be suggested as a framework for those who are to design and develop curriculum for language for specific purposes. [ABSTRACT FROM AUTHOR]

Policy agendas across the developed world privilege systems transformation, notably shifting the balance of service provision from hospital to community settings. Primary and community health services have pivotal roles in the United Kingdom's longstanding policy ambition of healthcare services transformation, and it is imperative that undergraduate nursing students comprehend community settings as valuable learning environments, places of care and community nurses' roles therein. However, limited community placement learning opportunities means nursing students may be inadequately prepared to work in community settings at the point of initial registration. High fidelity simulated learning is well established within undergraduate nursing curricula. Currently, this learning approach predominantly focuses on acute and secondary care nursing and takes place in simulation centres. Within undergraduate nursing curricula there is limited evidence to support that community-based simulation is utilised with the result that students may struggle to recognise the value of learning opportunities in the community environment. This underpins the rationale for the development of this educational initiative which reflects current health policy agenda of care being provided closer to home. In addition, the new pre-registration 'Future nurse: Standards of proficiencies' (NMC, 2019) acknowledge that registered nurses need to be able to care for people in their own home and in the community setting. This paper describes the co-development and implementation of a pilot, community nursing focused, simulated learning resource within an undergraduate adult field nursing programme in Wales, UK. How one university co-developed and implemented a community focused simulation resource for undergraduate nursing students. • Implementation of a community simulation resource for students to safely experience the 'real world' of community nursing. • Support students to build upon prior learning and facilitate future active learning in a community setting. • Highlighting the importance of integrating theory with practice in the context of care delivery in the community. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Between 20%-50% of women experience birth as traumatic, with negative impacts for women, infants and families. Currently, there is a lack of evidence into supportive interventions to ameliorate women's adverse responses following a traumatic birth. In North-West UK, a 6-week psychoeducation group support program (Coping with Birth Trauma [CwBT]) was developed and delivered by two trained therapists. The course aimed to facilitate women's understanding of trauma, and to provide coping strategies; additional speakers were also invited to discuss specialist issues. The aim of this evaluation was to explore women's experiences and perceptions of the CwBT, and to identify recommendations for course development. METHODS: Following university ethics approval, all the women who had attended a CwBT course (n = 3) were invited to take part in a telephone interview. Eight women out of a possible sample of 16 agreed to participate. Thematic analysis was used to analyse the interview data. RESULTS: Two themes and associated sub-themes describe the social, cognitive and instrumentalcomponents of the CwBT course ("Creating a difference") and how the course facilitated growth and help-seeking behaviors ("Growth and renewal"). The final theme "complaints and recommendations" details critical reflections and suggestions for course development. Recommendations included speakers from different therapeutic backgrounds and more opportunities for contact with women at different stages of their trauma journey. CONCLUSIONS: Overall, the course was well received with positive implications for health, wellbeing and family functioning. Further and large-scale studies to assess its effectiveness are needed. [ABSTRACT FROM AUTHOR]