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The area of simulation within education is fast developing, with many educational providers striving to keep up with current advances in technology. Evaluation of simulation learning appears overwhelmingly positive (Moule et al, 2008; McCaughey and Traynor, 2010; Hope et al, 2011). However, when looking to generate financial support to develop simulation practices within education, little evidence exists regarding its impact within clinical practice. This paper details the findings of a scoping exercise undertaken to ascertain current simulation practice within nursing curricula, in order to identify good practices and a clear evidence-base for embedding and using simulation to enhance education and practice. The project found overwhelming support for simulated learning from students and facilitators. However, it was highlighted that no clear guidance or strategies were universally used to effectively incorporate simulation within curricula, nor to evaluate or audit its effect upon student competency within clinical practice. Further evidence to support the implementation of simulation within nurse education is therefore required to ensure effective implementation and transferability of learning into clinical care settings. [ABSTRACT FROM AUTHOR]

Following the publication of the Nursing and Midwifery Council's (NMC) (2007) Simulation of Practice Learning Project, simulated practice learning opportunities are now to be incorporated into preregistration undergraduate nursing programmes across the UK. Since 2008, the Faculty of Health and Life Sciences at Oxford Brookes University has incorporated simulated practice learning into their curriculum to contribute towards students' 2300 direct clinical care hours. This paper presents the findings of an evaluation project that was conducted by academic staff within the faculty to ensure that they could continue to meet the principles set out by the NMC for auditing simulated learning environments used by higher education institutes (HEIs), and to meet the Essential Skills Clusters (NMC, 2010a) for registration as part of the quality assurance processes. The evaluation took place over 2 days, with a total of 52 participants, including practice partners, mentors, practice educators, academic staff and students from all four branches of nursing (adult, mental health, learning disability and children). Results indicated that the support of direct care hours through simulated practice learning can permit students to practice essential clinical skills in a designated clinical skills suite. These learning experiences can also offer positive outcomes and the opportunities to maintain partnership for students, placement partners, and mentors. [ABSTRACT FROM AUTHOR]

Background An interprofessional education initiative was developed and piloted in 2014 at Queen’s University Belfast, within the School of Nursing and Midwifery and the School of Medicine. Aims The aim of the collaboration was to introduce concepts of normal labour and birth to fourth-year medical students, led by final-year midwifery students. Methods A variety of birthing resources were available to the midwifery students to promote interactivity with the medical students, including birthing balls and birth manikins. Artistic licence in relation to planning the activities was encouraged. Significant emphasis was placed on the importance of relationship-building with women in labour, and the concept of being ‘with woman’ was core to all elements of teaching. Midwifery students undertook acting roles such as the labouring woman, partner or midwife role and acted out mini scenarios such as contacting for advice about early labour, positions for labour or positions for birth. Medical students were encouraged to participate in the role play, and the interactive workshop culminated with a hands-on simulation of childbirth. Findings Evaluation of the workshops has been extremely positive. The midwifery students reported a perceived benefit of teamwork in preparing for the workshop and also a perceived increased level of confidence. Conclusion Both schools have recognised the benefits of this form of inter-professional education and have subsequently made a commitment to embed it within their respective curricula. [ABSTRACT FROM AUTHOR]

Some university schools of nursing in Australia and the UK have developed collaborative links with Malaysia to deliver part-time Transnational Higher Education (TNHE) post-registration top-up nursing degree courses. It enables nurses trained to diploma level to upgrade to a degree qualification. The views of 18 Malaysian nurses who had studied with one Australian and two UK TNHE universities were explored using a hermeneutic phenomenological approach. Participants recruited via convenience and snowball sampling methods were interviewed in English and Bahasa Malaysia (Malaysian language). Thematic analysis were used to analyse data. Findings indicated nurses’ frustration with technology-enhanced teaching and learning and a lack of support throughout the programme. Although nurses developed confidence in using computer technology, they remained disappointed with the level of academic support. The data and some useful strategies outlined provide important insights for TNHE providers, the Malaysian Nursing Board and private hospital employers to consider for enhancing nurses learning and experiences. [ABSTRACT FROM AUTHOR]

Midwives have a key role in identifying women at risk of perinatal mental health problems, referring to specialist services, planning care where appropriate, and supporting women and their families. Current guidelines and standards do not place an emphasis on perinatal mental health care as central to the training of student midwives in the UK. Research has shown that midwifery students and midwives do not feel skilled in this aspect of their role. At the University of Surrey, a programme-specific perinatal mental health module was developed for student midwives in the second year of their pre-registration programme, which has been well evaluated. Service users and specialist mental health practitioners have been involved in developing and teaching the module, and the content is reviewed annually to reflect national policy drivers. [ABSTRACT FROM AUTHOR]

This article presents a case study of a local social initiative in Gravesham, Kent, of a mother-to-mother breastfeeding peer-supporters programme, known as 'Breast Buddies'. The geographical location in this study has areas of high deprivation and the aim of the Breast Buddies programme is to increase the uptake and duration of breastfeeding in order to improve the health of children in this area. The background and history of the Breast Buddies scheme is presented followed by the findings from an evaluation that was undertaken into the scheme. The training programme for Breast Buddies has now been accredited by the University of Greenwich and offers successful participants the opportunity to gain academic credit for their training, which is improving their educational and employment opportunities and increasing their potential for social mobility. INSETS: Table 2. Indicative content of Breast Buddies training programme;Table 3. Mothers successful at completing the coursework for.... [ABSTRACT FROM AUTHOR]

The purpose of this research was to assess a Finnish and a British curriculum of rehabilitation by means of benchmarking. The following aspects were assessed: the basic purpose of education; the qualifications provided by the educational programme; the objectives of education; the curricular model; the study modules and their contents; the coursework practices; and the evaluation and development of the curriculum. According to a comparative assessment the Finnish and British curricula had the same underlying starting point: in both countries, rehabilitation is regarded a societally topical and multidisciplinary issue that is addressed in the educational programme. The studies are based on different systems of credit units and scores, but after a standardization of scoring, the programmes are mutually comparable and roughly correspond to each other. There is, however, a significant difference in the two curricula: the structure of the study modules. Finnish study modules are practical-based and focus on the experiences of different individuals, groups of patients and health professionals. The education focuses on rehabilitation issues and aims to enhance students' awareness of and competence in certain target areas of practice. The British study modules are more research-based; the focus is on the scientific approach and the ways to produce knowledge. The British curriculum risks ignoring practical issues surrounding individual patients and therapists, but its focus on research-based practice means that practice is logically and consistently structured. The Finnish curriculum focuses on issues surrounding therapists and patients but risks becoming fragmented, as rehabilitation can be studied from many different scientific perspectives. [ABSTRACT FROM AUTHOR]

The article offers information on the National Diploma in Dental Nursing introduced by the National Examining Board for Dental Nurses (NEBDN). It notes that the curriculum, which is based on the General Dental Council (GDC) registration requirements for dental nurses, covers four domains of professional practice which include clinical, professional, and communication. It also describes the qualification's development process with details on the two-stage assessment of trainee dental nurses.

Clinicians and healthcare providers are frequently reminded that they are 'accountable' practitioners -- but what is the definition of accountability, and how does it apply in a practical and legal context? To clarify these issues, the University of Nottingham School of Nursing has formed a partnership with Browne Jacobson Solicitors. Together they have developed a 7-stage training programme for nursing students which covers the key aspects of accountability, including ethical concepts, the law of negligence, and scenario-based training on being called as a witness in an investigation. This article introduces the implications of accountability and describes the structure and syllabus of the programme, including participants' feedback on the benefits of the experience. [ABSTRACT FROM AUTHOR]