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The JCCP has presented its response to the Government's first public consultation document with the aim of informing and determining the standard, type and content of the new practitioner licence [ABSTRACT FROM AUTHOR]

Mental health services are under unprecedented pressure with overwhelming referrals and a current waiting list of 1.2 million people of all ages. The cross-government White Paper 'No health without mental health' was launched 12 years ago detailing the importance of wellbeing services in the creation of mentally healthy communities through health promotion and illness prevention. While primary care, community services and psychiatry are pivotal in the treatment of mental Illness/disorder, mental health care per se is on a continuum, and a great deal of work can be undertaken in communities by wellbeing services to prevent avoidable referrals. This paper proposes a broad framework of education and training for wellbeing/positive mental health services, primary and community care, and nurses working in Community Mental Health Treatment Teams and Home Treatment Teams to ensure all those working with potentially vulnerable adults and children are regulated and meet national standards for mandatory mental health education and training. [ABSTRACT FROM AUTHOR]

In modern society, people engage in social interactions and activities outside their own home. When in public settings people may need to eliminate bodily waste, so public toilets are required. Accessibility, availability and adaptability are essential principles for safe, private, and purposeful visits to public toilets. A diverse range of individuals use public toilets: various age profiles, all gender groups, vulnerable individuals and people with additional needs. Public toilets essentially need to be a place of privacy, safety and cleanliness to facilitate elimination of urine, evacuation of faeces, management of menstruation, and changing/disposing of continence wear products in a secure environment. [ABSTRACT FROM AUTHOR]

Performing female genital mutilation (FGM) is prohibited within the UK by the FGM Act of 2003. A mandatory reporting duty for FGM requires regulated health and social care professionals and teachers in England and Wales to report known cases of FGM in under 18-year-olds to the police. An application to the court for an FGM protection order (FGMPO) can be made to keep individual women and girls safe from FGM. This paper reveals the significant disconnect between the number of FGMPO applications and known recorded cases of FGM. The introduction of FGMPOs requires critical exploration as there is insufficient evidence to show that FGMPOs are effective in protecting women and girls from FGM. It is therefore unclear what impact, if any, FGMPOs are having upon the protection of women and girls at risk of FGM. The barriers to the implementation of FGMPOs and possible solutions are discussed. [ABSTRACT FROM AUTHOR]

Background: This paper reports the qualitative findings from stage 5 of an action research project which involved the redesign of continuing professional education (CPE) courses in one organisation. Aim: The aim of this study was to explore key stakeholders perceptions of the teaching, learning and outcomes of a new curriculum design for CPE involving e-learning. Method: This project used participatory action research, involving stakeholders as participants in a process of inquiry about the change. The study took place in an academic teaching hospital and consisted of three focus group interviews with a total of 20 nurses. Participants included stakeholders who had developed curricula and managers from clinical areas where CPE courses had been undertaken. Findings: Four main themes emerged, revealing staff perceptions on the process of change and their own 'lightbulb moments' experienced during this process. Results also indicate that the change has resulted in learner-focused CPE, with a range of opportunities for continued educational development in future. Conclusion: Key stakeholders' experience is seldom reported in studies related to CPE. This study provides an insight into the experiences of key stakeholders in relation to the development and delivery of CPE courses. Stakeholders indicated that they were able to see the benefits of implementing new CPE curricula they had contributed to. They also commented that clinical-pertinent and competence-based courses were more learner focused as a result of combining online content with supported workshops. [ABSTRACT FROM AUTHOR]

This paper presents an overview of a Journal of Wound Care (JWC) webinar 'Antimicrobial Stewardship Masterclass' which took place on 17 June 2021, bringing together international experts in the field of wound care. The webinar was undertaken to provide an educational platform elucidating the basis of an effective antimicrobial strategy in wound care, and to demonstrate how it impacts on wound care clinicians and their day-to-day practice, using examples of 'real-life' patient outcomes. [ABSTRACT FROM AUTHOR]

This article provides an overview of the use of digitally enabled programmes to support perinatal mental healthcare in the NHS in Scotland, focusing on the Perinatal Wellbeing Programme from SilverCloud®. This follow up to a previous article published in the British Journal of Midwifery considers the experiences of using this programme in a Scottish context, examining feedback from users of the intervention. [ABSTRACT FROM AUTHOR]

The implementation of a care bundle approach to delivering fundamental care in practice is now a recognised and effective way of translating research into practice, offering consistent care with resulting positive outcomes for the patient. A care bundle consists of a relatively small number of interventions for every patient to whom the bundle is applied. However, there must be evidence behind each individual intervention to indicate, if delivered, how it will reduce the risk to the patient. This paper reports on a strategy for developing and implementing a pressure ulcer (PU) combined prevention care bundle/care plan into practice. The effectiveness of the care bundle can be measured when it is in use in the practice setting with an audit tool. [ABSTRACT FROM AUTHOR]

This paper reports on a longitudinal follow-up evaluation of an interprofessional experiential course to support the development of effective communication and interpersonal relationship skills in palliative care: 'It's good to listen: advanced communication skills in end of life care'. The course was developed from evidence-based guidance produced by the West of Scotland Cancer Network and NHS Education for Scotland in 2009. The aim of the study was to explore the factors that support or hinder the sustainable integration of skills and learning from the course into clinical practice. Three focus groups were held across the NHS Board area. Following analysis of the transcripts the emergent themes were grouped under four headings; impact on practice, facilitating factors, hindering factors, and organisational issues. The findings suggest that organisations should consider the value they place on supporting interpersonal skills in end-of-life care and how they can enhance the facilitating factors and mitigate hindering factors to ensure sustainability and behavioural change. [ABSTRACT FROM AUTHOR]

This article will focus on obtaining informed consent from the perspective of a surgical advanced clinical practitioner (SACP). There are many considerations regarding obtaining informed consent and it is recognised that the duty of this role will vary within each NHS trust. This article will reflect on whether SACPs should obtain consent for surgical procedures. [ABSTRACT FROM AUTHOR]

Background: Enhanced recovery after surgery (ERAS) pathways have been proven to expedite recovery after many procedures and reduce lengths of stay in hospital and surgical complications. However, improvements are still needed, especially in postoperative ERAS components delivered by nurses such as early mobilisation and oral feeding. This article summarises the current and possible future role of nurses within ERAS, and recommends areas for future research. Discussion: Nurses are the professionals who spend the most time with patients throughout the perioperative pathway and are known to play a vital role in delivering many components of an ERAS pathway. They frequently co-ordinate care across disciplines and ensure continuity of care. However, there is a paucity of ERAS research specific to nurses compared to other professional groups. Continual training on ERAS will be required to ensure nurses are highly educated and for the best possible ERAS implementation. In certain types of surgery, nurses may fulfil extended roles in the postoperative period, such as taking over responsibility and leadership for co-ordinating pain management, mobilisation and discharge. However, this requires a well-defined care programme, a clear definition of nursing responsibilities from surgeons, agreed discharge criteria and highly qualified nurses, along with the collection and analysis of data to test safety and efficacy. Conclusion: Increasing nurse involvement in ERAS research is vital to drive improvements in care and to develop nursing roles. Nurses should have a major role in the preoperative clinic, the early postoperative phase and the follow-up post-discharge period, where the benefits of ERAS need to be further documented. [ABSTRACT FROM AUTHOR]

This article reports that the U.S. company Healthpoint Ltd., based in Texas, has announced the launch of TheWoundInstitute.com, an online source for accredited wound care education designed for both physicians and non-physician clinicians. The site was developed to accommodate the educational preferences and workplace demands of health-care professionals by allowing clinicians to complete courses at their own pace and register, test, and receive continuing education or continuing medical education credits instantly for their course work.

Digital transformation has been making its mark on organisations in healthcare and beyond over the last few years, with no signs of stopping. In the NHS, much of the focus has been on acute services until recently, but this focus is now shifting towards community services, with Sussex Community Foundation Trust (SCFT) being named as the first community Digital Aspirant Trust by NHSx. This article explores what digital transformation is and uses SCFT's experiences to illustrate how this can provide benefits for community nurses. It considers what the future of digital transformation might look like and how clinicians can help to ensure patients remain central to any change. [ABSTRACT FROM AUTHOR]

Background: Continuing professional development (CPD) is necessary for nurse registration and development. Understanding the factors influencing engagement may enhance CPD uptake. Review question: What factors influence hospital-based nurses’ engagement with CPD activities in the UK? Design: This was a systematic review incorporating narrative synthesis. Database searches for published and grey literature from January 1995 to November 2018 were conducted via EBSCO Discovery Service, the British Nursing Index and the British Library. Review methods: An approved systematic review protocol was followed with studies then assessed against strict inclusion and exclusion criteria. Included studies were critically appraised, data extracted and a narrative synthesis conducted. Findings: Five studies were reviewed. Four themes emerged: nurses’ individual resources, their professional motivation, organisational commitment to learning and development, and managerial support. Conclusion: Factors influencing nurses’ engagement with activities are multifaceted and inter-woven. A question-based checklist to facilitate discussions between nurses and educators, managers or appraisers is presented. [ABSTRACT FROM AUTHOR]

John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, discusses aspects of the law on clinical guidelines and other care management tools [ABSTRACT FROM AUTHOR]

Background: A recent initiative in hospital settings is the patient safety huddle (PSH): a brief multidisciplinary meeting held to highlight patient safety issues and actions to mitigate identified risks. Aim: The authors studied eight ward teams that had sustained PSHs for over 2 years in order to identify key contributory factors. Methods: Unannounced observations of the PSH on eight acute wards in one UK hospital were undertaken. Interviews and focus groups were also conducted. These were recorded and transcribed for framework analysis. Findings: A range of factors contributes to the sustainability of the PSH including a high degree of belief and consensus in purpose, adaptability, determination, multidisciplinary team involvement, a non-judgemental space, committed leadership and consistent reward and celebration. Conclusion: The huddles studied have developed and been shaped over time through a process of trial and error, and persistence. Overall this study offers insights into the factors that contribute to this sustainability. [ABSTRACT FROM AUTHOR]

Working as a children's community nurse (CCN), especially in remote and rural locations, can evoke feelings of professional isolation. Humans are by nature 'social animals' and the consequences of feeling isolated, and coping with distances, adverse weather and risky situations, could mean that nurses choose to work instead in more familiar and comfortable environments. This can affect retention issues and increase the risk of CCNs experiencing stress, burnout and illness-related absenteeism. The children they care for often have complex needs and parents want their CCN to be 'on the ball'; they will feel concerned and frustrated if the CCN team lets them down. Two academics were approached by CCNs in Wales seeking ways of overcoming isolation. It was decided that the best course of action was to develop a community of practice clinical network for band 5 and 6 CCNs working in Wales, with the aim of supporting staff, sharing best practice, and promoting safe and quality-driven care. Alternating the networks among health boards, whereby the nurses decided the agenda, booked the venue, invited guest speakers, led the meeting and wrote up the minutes, was an excellent way to achieve the designated aim: reducing professional isolation. A range of clinically focused topics were discussed and debated, and the first six meetings were so effective in meeting the aim of the network that each health board is starting the cycle of hosting the network again. [ABSTRACT FROM AUTHOR]

The article presents authors' comment on the paper "A Study of Occupational Therapists' Perceptions of Clinical Governance," by Linda Wilks and Gail Boniface published in the October 2004 issue of "International Journal of Therapy & Rehabilitation." According to the authors, the paper has made a valuable contribution to understanding the perceptions of therapists about clinical governance and feeds into a wider understanding of the quality agenda as a whole. In the authors' view, action needs to be taken to not only change occupational therapists' perceptions of clinical governance and continuing professional development, but to transform practice

Background The multidisciplinary team facilitated simulation sessions that took place within a local Trust during a study day called 'Managing the sick obstetric patient' and during annual training of maternity staff. Aim To discuss and analyse the importance of the using the multidisciplinary team during high fidelity simulation. The aim was to review how effective the staff thought the simulation was in supporting them to enhance their skills working as a team. Methods Following the simulation session with the multidisciplinary team, a feedback sheet in the form of a questionnaire was given to all participants of the study day to evaluate its effectiveness. The themes were then derived from the data for analysis. Findings The main themes that were highlighted were: 'improved team working', 'realism', and 'helpful refresher'. There were also three sub-themes that emerged from data collection: 'feedback was practical and efficient', 'increased confidence and communication skills', and 'could be made more realistic'. Conclusions High fidelity simulation plays a major role in training and assessing the competence of staff. Staff valued the simulation and reported that they achieved increased confidence and communication skills as a result of participating. [ABSTRACT FROM AUTHOR]

This series of articles has examined different types of study days and courses that may be available to you and how to manage your time to not only survive but complete the course. This article examines some principles of writing essays. [ABSTRACT FROM AUTHOR]

The article discusses continuing education for dental nurses. The easy availability of information on the Internet is a problem faced by many dental nursing students in the modern times and with this, there is a need for them to have the ability to search the literature. The author says while the Internet contains numerous valuable resources, it also contains many that only contain the ramblings of individuals who are able to use a keyboard.

The author reflects on issues related to the dental profession as of March 2016. He notes that a paper by Martin Cuzon and colleagues showed evidence of Molar Incisor Hypomineralization (MIH) being present in teeth in a skull dating back to medieval times. He says that a book on a symposium on Apprenticeship to Lifelong Learning revealed the presence of "Wise Women" practicing the dental profession in the distant past.

Background: Educational opportunities for professionals working with children requiring palliative care are central to future development within the specialty across countries. International educational initiatives involving a range of professionals are important for learning with and from others working within the field. Aim: to explore the experiences and value to students from participating in an international online discussion forum. Method: This article examines one such initiative; the use of an international asynchronous discussion forum with students in Melbourne, Australia and Belfast, UK who work with children and families. The innovation is examined and student perspectives of the forum's value are presented. Results: Students endorsed the value of the forum, identifying three main areas of learning: differences across locations within countries, respecting different views and being open, and need for continued learning within children's palliative care. The overarching theme 'we are not alone' supported the idea that participation in the international discussion forum enabled students to see a broader perspective. Ideas for future developments of similar forums are also explored. [ABSTRACT FROM AUTHOR]

The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning. [ABSTRACT FROM AUTHOR]

The article discusses results of a 2014 survey into the educational needs and professional qualifications of dental nurses in Great Britain. Topics explored include the need for nurses to be aware of changes and advances in oral health, the employment status of dental nurses that participated in the survey, and the value given to dental nurse registerable qualifications such as infection control, oral health education, and quality assurance.

The article explores the management of asthma in a dental care setting. A common, long-term inflammatory disease of the airways, asthma is associated with the hyper-responsiveness of the airway that often leads to breathlessness. In "Guidelines for the Management of Children Referred for Dental Extractions under General Anaesthesia," children with severe or poorly controlled asthma need special considerations and should be referred to hospital day care to ensure proper treatment.

Finding ways to make good quality education available to all staff in an expanding and increasingly busy hospice organisation is a real challenge. Constantly providing learning opportunities that are then poorly attended owing to the pressure of work is equally disappointing, and leads to questions of cost-effectiveness. An action research project was undertaken to investigate the reasons for low attendance rates at learning events in one hospice. Having identified time and conflict with patient need as major issues, a second cycle of research using literature review and a survey methodology was conducted to find a contemporary and innovative solution to this problem in an attempt to establish a vibrant learning culture. As a result a virtual learning environment-ORACLE (Online Research and Care Learning Environment)-was created to augment the face-to-face sessions and provide staff with access to appropriate learning materials 24 hours per day, 365 days per year. Although unique to this organisation, ORACLE has potential application to any other work environment. [ABSTRACT FROM AUTHOR]

The article explores the role of case studies in improving the practice of clinicians. It describes the benefits of sharing experiences in clinical medicine from which research questions can be developed. It also discusses the need for case study submissions as publications become a more reliable resource for continued professional development.

Transforming interprofessional groups through education resources (TIGER) has released the 'parenting and disability' materials as open education resources to be used by a range of practitioners in the care of parents who live with a disability. They are particularly relevant to the maternity services. The materials can be used by midwives independently or with other health professionals in a virtual learning environment. This case study highlights the benefits of the TIGER repository for midwives continuing education. INSETS: Advantages of developing an open education resource;Sample of the students¿ comments about the parenting and ...;Feedback in relation to design of the TIGER Repository;Could you be a TIGER Champion? [ABSTRACT FROM AUTHOR]

The article focuses on the recommendations for continuing professional development (CPD) for dental care professionals (DCPs) by the British General Dental Council (GDC). It states that CPD is a legal requirement of GDC registration, which requires DCPs to maintain their skills and knowledge to provide their patients with the best possible treatment and care. It discusses the importance of recording the core subjects and activities and benefits of CPD whenever GDC ask for evidence.

In accordance with the need to provide contemporary midwifery education which meets the Nursing and Midwifery Council (NMC) (2009) standards, the pre-registration midwifery education programme at the University of Hertfordshire underwent a major curriculum development in 2008, which afforded the opportunity to review the existing learning and teaching strategies. The curriculum development team were keen to develop an education programme which would enable student midwives to develop the necessary skills associated with adult learning and encourage individual responsibility for life-long learning (NMC, 2010) in the belief that such skills would help prepare student midwives to be better equipped to cope with both the demands of the programme and the challenges of contemporary midwifery practice. The learning and teaching strategy of enquiry-based learning (EBL) was introduced as a key feature throughout the 3-year midwifery programme. This article presents an evaluation of the introduction of EBL for a group of first-year students as they progressed through the first year of their midwifery training. It reports on some of the emerging themes from the students' perspectives from their experience of EBL and on the resulting changes which occurred in response to the findings from a series of facilitated student focus group meetings. [ABSTRACT FROM AUTHOR]

Knowing whether or not one has succeeded in an assignment can be advantageous, although the evidence to substantiate this may not be apparent. Awareness is an important attribute for any consultant or technical adviser working in the field of international development and must be encapsulated within cultural sensitivity. This third and final article in this short series explores some of the issues relating to evaluating one's practice and aspiring to enhance it. Reflective practice is advocated and some suggestions and checklists are offered to assist the consultant in reassessing her/his approach and activities and in drawing conclusions which will culminate in the report recommendations. Both care and caution are counselled with regard to the latter and in the use of English. Undoubtedly, every aspect of international consultancy demands regular and repeated re-evaluation and constant effort if one is to offer best practice. [ABSTRACT FROM AUTHOR]

There have been a number of studies addressing specific aspects of midwifery competence, but none have addressed the overarching question 'What makes a good midwife?'. A Delphi study was used to investigate this. The expert panel comprised postnatal women, midwives and midwifery educators (n = 226). These experts were asked to rate statements about being a good midwife, using a 7-point Likert scale. For each statement, the mean and standard deviation was calculated to assess the level of agreement. The three statements with the highest mean scores were: 'Good midwives continue to learn throughout their careers', 'Good midwives tailor care to women as individuals' and 'Good midwives have good communication skills'. There was agreement between the three sections of the panel. The implications are that being a lifelong learner and development of good interpersonal skills are as important as technical competence in making a good midwife. [ABSTRACT FROM AUTHOR]

This article examines the relationship between depression and coronary heart disease, and considers some of the mechanisms that may underlie this association. The importance of initial condition recognition and accurate assessment is considered, and the potential of a case management approach for helping patients with this combination of health problems is explored. The article includes some self assessment. [ABSTRACT FROM AUTHOR]

Since 1995, registered nurses and midwives have been obliged to develop and maintain a professional portfolio of evidence reflecting the learning activities that they have undertaken and how these have informed and influenced their practice. The aim of this article is to demonstrate that rather then just a retrospective account of continuing professional development activities, a portfolio can be used as a vehicle for engaging in self-assessment and personal development planning. Possible structures and type of evidence are explored and portfolios in the context of gaining accreditation for prior experiential learning, and in particular for those nurses in advanced clinical roles, are discussed. [ABSTRACT FROM AUTHOR]

The transition to parenthood is a major life event and may be one of the most acute changes experienced during a person's life. Nevertheless, many parents find themselves unprepared for their parenting role. It has been found that a positive experience throughout the period of transition to parenthood contributes to the parent's confidence and ability to master new roles, highlighting the need to develop innovative strategies which support parents through the transitional period. This article introduces one such strategy, a postnatal planner entitled 'Coming ready or not!' developed from an action research study designed to develop, implement, and evaluate strategies to improve postnatal education for parents. Using the antenatal period to address postnatal concerns must be considered. [ABSTRACT FROM AUTHOR]

Allied health professionals require continuing education (CE) to maintain and improve competencies and standards of care. Research suggests that professional access to CE in rural areas can be difficult. This article uses an action research framework to describe the development and implementation of a CE programme for allied health professionals in a rural area in Australia, and its subsequent evolution into a state-wide programme. To evaluate programme relevance, attendance and perceived clinical relevance, physiotherapists (n = 75) in southwest Victoria were surveyed 1 year after commencement of a CE programme. A secondary outcome was the perceived effect on clinical practice. More than two-thirds (68.6%) of physiotherapists attended at least one workshop, 57.2% attended four or more sessions and 22.9% attended at least one of the two conducted courses over the period. In addition, 20% of the physiotherapists perceived that attending the programme had a large positive effect on their therapeutic skills, whereas 68.6% reported some effect. From a regional CE programme for physiotherapists the programme evolved into a state-wide programme for 22 allied health professions. [ABSTRACT FROM AUTHOR]

A growing concern among healthcare professionals is the need to continually update knowledge and skills in order to enhance clinical practice. It is recognized that there are major concerns about recruitment and retention of staff within health care, and an increasing need for greater emphasis on valuing the existing workforce. This article contributes to the debate about the role of e-learning in conjunction with continuing professional development (CPD) and personal professional development. It describes how healthcare professionals utilized an innovative, serf-managed, pickup and put-down distance learning module delivered online or by CD-ROM. Staff enrolled on the module were encouraged to complete a questionnaire online or by post upon completion of each unit; to enhance validity, telephone interviews were also conducted with selected staff. Results indicate that participants showed some improvement in all categories, especially patient care where 90% of staff reported some improvement after completing the course. This particular method of teaching and learning was shown to be favoured by staff as a method of CPD, and thus has the potential to enhance patient care. [ABSTRACT FROM AUTHOR]

Lifelong learning in nursing comprises an essential conceptual shift from the notion of the registered nurse (RN) being merely a competent health service incumbent to one who engages in professional learning continuously throughout their career in order to keep their knowledge and skills up to date. Since the 1990s, lifelong learning has appeared as a rhetoric within nursing literature in the UK, with a seemingly general assumption that there is a shared understanding and acceptance of the concept among all nurses. A literature review on lifelong learning shows that the concept comprises a number of components. However, because the literature does not seem to address the application of the concept to nursing, a study that aimed to ascertain RNs' perceptions of lifelong learning, and their views on the mechanisms that would enable effective implementation of the concept, was conducted. This qualitative study entailed individual interviews with 26 RNs and two focus groups with another 12 RNs. The findings suggest that there are positive perceptions as well as certain reservations about lifelong learning among RNs, and that structural mechanisms could he more firmly and equitably anchored. Additionally, profession-based and informal personal networks tend to play a key role in encouraging and supporting learning. The results of the study are configured into a conceptual framework for the implementation of lifelong learning in nursing and possibly in other health professions. [ABSTRACT FROM AUTHOR]

Action research methodology was used in this study to establish an understanding of the perceptions of occupational therapist regarding clinical governance and continuing professional development (CPD). This cyclical problem-solving process enabled an in-depth study, facilitated by a senior occupational therapist with eight occupational therapist as coparticipants. All participants worked in mental health services for a large NHS trust in South Wales. The aims were to identify participants' understanding of clinical governance and its link with CPD and to identify if obstacles existed in preventing implementation of clinical governance and CPD; and if obstacles did exist how they might be overcome. Participants showed that they had a good understanding of clinical governance and its relationship to CPD, but identified a number of constraint preventing their engagement in CPD activities. These included time and resources, management and leadership styles, inter professional working, personal feelings and the need for cultural change. They also identified reflection as a key component of CPD activities, but had concerns about reflection, including when and how to reflect, whom to share reflection with and how it could be made evident Because of the practical nature of action research, some changes were made to enable implementation of CPD activities and there was evidence of a shift in participants' understanding of the issues, which engendered a positive learning experience through the research process. Key words: continuing professional development clinical governance, occupational therapists, action research [ABSTRACT FROM AUTHOR]

This article presents a discussion of the important role that community nurses play in wound healing and examines some examples of poor wound care practice. A study involved 43 nurses who cared for patients with wounds in various settings keeping diaries for three weeks before and after attending a counselling skills workshop.

The article discusses the step-by-step procedure for dental professionals in applying for restoration with the General Dental Council's (GDC) registers in Great Britain. To reestablish the dental professionals' registration, they must complete a form to apply for restoration, offer proof for the completion of the required units for continuing professional development (CPD), and pay a fee. Dental professionals can access to the GDC website to ensure an exact registrable qualification.