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The prevalence of mental health issues among UK undergraduate students is growing, and poor diet quality appears to be a risk factor for poor mental health although with limited research in this area. Therefore, the objective of this study was to examine the cross‐sectional associations between diet quality and common mental disorders (CMD) such as depression and anxiety in UK undergraduate students. A cross‐sectional survey consisting of demographic information and validated questionnaires (the Short‐Form Food Frequency Questionnaire [SFFFQ] and the Hospital Anxiety and Depression Scale [HADS]) was conducted to measure diet quality and anxiety and depression in young adults in 44 UK‐based universities. Multiple regression analysis adjusting for confounding factors was used to assess the associations between them. Undergraduate university students (n = 202, 67% female) with a mean age of 20.9 ± 3.6 years and a mean body mass index (n = 170) of 22.6 ± 3.2 kg/m2 took part in the study. Prevalence of anxiety was high, with 40% of the sample having an anxiety score in the severe range (≥12 points) while the prevalence of depression was lower, with 6% of the population having a depression score in the severe range (≥12 points). Diet quality was significantly higher for females than males (p = 0.034) and was poor for 38% of the sample, being more common in males compared to females, although not significantly so (43% and 36%, respectively). Diet quality was inversely associated with anxiety (β = −0.427; p = 0.029) and was more likely to be associated with anxiety in females than males (β = 0.743; p = 0.043). No significant relationship between diet quality and depression was found. Better self‐reported health, father's qualification and smoking status were also associated with less anxiety and depression. This research supports other research suggesting that UK universities should explore whether the implementation of dietary interventions and improving the food environment would be a cost‐effective option to reduce the high prevalence of anxiety among students. [ABSTRACT FROM AUTHOR]

Background: Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first‐year students' emotionality may be valuable in understanding their academic engagement and performance. Aims: The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment. Sample: Participants were 294 first‐year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women). Methods: Students completed self‐report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment. Results: Four emotional profiles emerged: positive; moderate; negative; mixed‐valence (both positive and negative activating emotions). The positive and mixed‐valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed‐valence and negative emotion groups, but not the moderate group. Conclusions: The findings highlight the diverse emotional experiences of first‐year university students and the existence of co‐occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment. [ABSTRACT FROM AUTHOR]

This article aims to draw attention to increasing genericism in nurse education in the United Kingdom, which sees less specialist mental health education for mental health nursing students and offers opposition to such direction. In 2018, the Nursing and Midwifery Council produced the 'Future Nurse' standards which directed changes to pre‐registration nurse education. This led to dissatisfaction from many mental health nurses, specifically regarding reduced mental health content for students studying mental health nursing. Concerns have been raised through public forum and evolved into a grassroots national movement 'Mental Health Deserves Better' (#MHDeservesBetter). This is a position paper which presents the perspective of many mental health nurse academics working at universities within the United Kingdom. Mental health nurse academics collaborated to develop ideas and articulate arguments and perspectives which present a strong position on the requirement for specialist pre‐registration mental health nurse education. The key themes explored are; a conflict of ideologies in nursing, no parity of esteem, physical health care needs to be contextualized, the unique nature of mental health nursing, ethical tensions and values conflict, implications for practice, necessary improvements overlooked and the dangers of honesty and academic 'freedom'. The paper concludes by asserting a strong position on the need for a change of direction away from genericism and calls on mental health nurses to rise from the ashes to advocate for a quality education necessary to ensure quality care delivery. The quality of mental health care provided by mental health nurses has many influences, yet the foundation offered through pre‐registration education is one of the most valuable. If the education of mental health nurses does not attend to the distinct and unique role of the mental health nurse, standards of mental health care may diminish without assertive action from mental health nurses and allies. [ABSTRACT FROM AUTHOR]

Background: Social media use (SMU) is increasingly widespread. More recently, SMU has been associated with increases in disordered eating; however, few qualitative studies have explored this issue in nutrition and dietetics students specifically, where susceptibility to disordered eating may be particularly high. The present study therefore aimed to investigate the perceived impact of SMU on disordered eating in nutrition and dietetics students. Methods: One‐to‐one, in‐depth, semi‐structured interviews were conducted with nutrition and dietetics students from universities across the UK. Interviews explored students' views on the potential influence of SMU on their eating‐related thoughts, feelings and behaviours. Data were thematically analysed to identify key themes. Results: The findings suggested that SMU may provide students with a useful tool for the exploration of new recipes, ingredients and health‐related information, thus enabling them to improve their eating behaviour and diet quality. However, students also showed high levels of objective awareness regarding the problems associated with SMU, including the presence of misinformation, body image dissatisfaction, social pressures and disordered eating. Interestingly, despite enabling them to detect sources of misinformation, students also discussed the negative impact that their course had on their eating habits, suggesting course content may be an additional risk factor for the development of disordered eating for this particular group. Conclusions: Future research should investigate ways to mitigate the negative impact of SMU and course content on disordered eating in nutrition and dietetics students. Key points: Social media use may serve students as a useful tool for the exploration of new recipes, ingredients and health‐related information, thus enabling students to improve their eating behaviour and diet quality.Students also showed a high level of objective awareness regarding problems associated with social media use, including the presence of misinformation, body image dissatisfaction, social pressures and disordered eating.The present study suggests that having a nutrition and dietetic background protects students from the harmful effects of social media when it comes to dietary behaviours. However, despite mitigating the risks posed by social media, the course itself was believed to negatively impact students' eating habits.As such, course content may be a more relevant risk factor for the development of disordered eating than social media in nutrition and dietetic students. [ABSTRACT FROM AUTHOR]

Aim: Mindfulness is increasingly integrated into counselling and psychotherapy practices, as well as being introduced to students in academic institutes with the aim of supporting them to balance the responsibilities of academic study, placements and other commitments alongside university life. Despite mindfulness routinely finding its way into counselling settings and being incorporated into counsellor training, there has yet to be any research conducted to explore the experience of student counsellors who have received mindfulness as a part of their undergraduate person‐centred training. This study explored the reflections of counsellors who had attended a mindfulness module during the first year of a counselling degree. Design: Six students completing a university‐based undergraduate degree in Counselling and Psychotherapy in the North‐West of England, in the UK, participated in the research. The study consisted of two students from each of the three years of the programme. Participants individually attended a semi‐structured interview to explore their experiences of mindfulness as a mandatory module of their training in person‐centred counselling. Interpretative phenomenological analysis (IPA) was used to analyse the generated data. Findings: Four superordinate themes were generated: 1) becoming a counsellor, 2) person‐centred mindfulness, 3) time, and 4) learning and development. Discussion: Experiential themes were explored including the process of professionalism, vulnerability, embodiment of person‐centred theory and the core conditions and the conflict of approach. Conclusion: Recommendations are made for mindfulness to be included in counselling training programmes with a person‐centred focus. Suggestions for further research include longitudinal studies to follow the development of trainees over time. [ABSTRACT FROM AUTHOR]

Our research, conducted with 30 Black students at a predominantly White institution, used mixed qualitative methods to investigate Black students' sense‐making of experiences that signalled their non‐belonging. All participants experienced both overt and covert racism including the n‐word, racist humour, and negative stereotyping; and this occurred in public and intimate spaces. Our reflexive thematic analysis centred on interactional dynamics that can explain how racism on campus is rendered acceptable; and how and why this is consequential for how Black students can act. We found that White students' practices of "acceptable" racism entailed the denial of responsibility and the privileging of White experiences to deflect responsibility. Importantly, these devices signal that the use of racist discourses does not always arise from unconscious bias or naivety. The perceived power dynamics whereby White students decide who belongs and what is acceptable contributed to Black students' inability to act on their own terms. [ABSTRACT FROM AUTHOR]

The internationalization of students in tertiary education has increased worldwide for the past 20 years. International students (IS) are considered consumers of Higher Education (HE) in host countries and are often a significant contributor to many countries' economies. This paper explores the push and pull factors that influence international Gulf Cooperation Council (GCC) students to select Higher Education in the UK as a preferred destination of choice and the potential implications this may have for the wider international student body. The authors utilized face‐to‐face interviews and purposive sampling of 40 undergraduate students from a university in the UK North West. The sample was nationals from Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. NVivo11 software was utilized by the researchers to facilitate data management and analysis. Analysis revealed six main push factors that led those sampled to depart their home country and pursue their university education in the UK. Alternatively, there were 10 pull factors that encouraged GCC students to pursue their university education in the UK. It is imperative that UK Higher Education institutions/universities are cognizant of the push/pull factors that boost GCC international students' intake at their institutions since there is an observable decline in international student numbers in recent years that can negatively impact the said universities and the wider UK economy. [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]

Objectives: This qualitative study explored dental student participants' understanding of racism, their experiences, and responses to racism in dental school, and the impacts of their experiences.Methods: An interpretative phenomenological analysis design recruited students from the undergraduate dental degree and the BSc in Oral Health Science course at a UK dental school in December 2020. Two students and a qualitative researcher facilitated the online focus groups. A topic guide including scenario questions guided the discussions that lasted an average of 2 h. The recorded interviews were transcribed and analyzed using thematic analysis.Results: Twenty-five participants took part in five focus groups. Several themes emerged related to participants' experiences and reactions. They described a spectrum of racist encounters ranging from more subtle forms, such as stereotyping and microaggression to racial mocking. They were concerned about professionalism, not knowing how and when to respond to patients' racist behavior. They described gender discrimination and intersectional biases but felt compelled to put patients' interests first. They were unsure about how to respond to stereotyping or racism from staff because of perceived imbalances in the staff-patient-student triad relationship. They expressed fears of gaslighting and despondency. They also felt that the COVID-19 pandemic and anonymity from virtual learning environments enabled racist behavior.Conclusion: This study revealed a complex triad relationship between participants, staff and patients, and experience of intersectionality and three levels of racism: interpersonal, structural, and institutional. It highlighted the need for further research to develop actions including structural policies and equality and diversity training. [ABSTRACT FROM AUTHOR]

Critical Race Theory (CRT) suggests psychology's contribution to racism takes various forms. Abstractly, racism is promoted through psychology's flawed theoretical conceptualization as an individualized, inevitable occurrence. Concretely, it occurs because psychology is one of the most popular reasons students come to university and Black Asian and Minoritized Ethnic (BAME) students report racist harassment and less access to formal support whilst there. This racism and student‐proposed anti‐racist recommendations are often ignored. Concretely assessing what racism students face, assessing how students understand racism, and demonstrating student support for anti‐racist recommendations, are CRT‐informed methods of challenging university racism. White (n = 213) and BAME (n = 182) UK students were asked about their estimation of racism, any positive action and discrimination experienced, and their access to university support. Participants were also randomized into multiple conditions where five anti‐racist recommendations were proposed (by Professors N. Patel, R. Smith, or no one). Participant consensus was found in high racism estimations, in benefiting from similar positive actions and in accessing four types of university support. However, White students underestimated racism more so, received less discrimination, and reported more access to three university support types. Almost all participants supported the recommendations regardless of proposer. These results suggest the implementation of anti‐racist recommendations converges with university's interests as student stakeholder support them. Psychologists in universities can advocate for these recommendations and take other anti‐racist actions. [ABSTRACT FROM AUTHOR]

Objectives: University students in the UK engage in relatively high alcohol consumption levels, yet young adults, including students, now drink less than previously and abstain more. Against this cultural backdrop, our objective was to further understanding of 'maturing out' of excessive drinking practices among students by focusing on drinking transitions that had taken place during university years. Design: A qualitative interview study. Methods: Semi‐structured interviews were conducted with ten 18‐ to 27‐year‐old UK undergraduate university students who self‐identified as light or non‐drinkers. Interviews were audio‐recorded, and anonymized interview transcripts were subjected to an experience‐focused application of thematic analysis. Results: Participants reported dilemmas involved in transitions from relatively high to low levels of alcohol consumption. One dilemma was characterized by managing to drink less (or nothing) without cutting off social options with university friends/peers. A second dilemma concerned not wishing to fully abandon the pleasures and increased social confidence that alcohol consumption could afford. Results also demonstrated that self‐reported drinking could contradict participants' self‐defined 'light drinker' status. Conclusions: This study reinforces the view that 'maturing out' involves more than simply having gained new responsibilities during young adulthood. Recognition of these dilemmatic features of drinking transitions could be drawn on in novel campus‐based interventions. Such interventions may help strengthen realistic and sustainable moderate drinking by guiding students to anticipate potential difficulties involved in planned reductions in personal drinking but may also help foster students' ability to view drinking choices as in transition rather than as permanent and enduring. [ABSTRACT FROM AUTHOR]

This article provides an overview of the British Nutrition Foundation's Healthy Eating Week in 2020. Included is a summary of the Week, including resources developed, activities undertaken by participants, the results of two surveys of the impact of the COVID‐19 pandemic on the healthy eating habits and physical activity levels of children and adults in the UK and an evaluation of the Week, along with details for future plans. [ABSTRACT FROM AUTHOR]

Objectives: Recent studies have suggested that students may experience high levels of paranoia. This study aimed to explore both experiences of paranoia and coping strategies in students scoring at high levels on a measure of paranoia. Design: This was a qualitative study which utilized a quantitative measure to identify potential participants. Methods: From an overall sample of 174 London‐based university students in the United Kingdom, a sub‐sample of 31 students with the highest total scores on the Green et al. Paranoid Thoughts Scale were invited to interview resulting in interviews with seven students (six female and one male) aged between 20 and 36 (M = 28.14). A thematic analysis of the interview transcripts was conducted from a critical realist standpoint. Results: Two key foci structured the analysis: perceived causal influences on paranoia (comprised of 'historical contexts fostering mistrust'; 'finding a social situation strange'; 'anticipating threat'; and 'evaluating the concern') and living with paranoia (comprised of 'effects on everyday life' and 'trying to minimize the effects of paranoia and regaining control'). Conclusions: Key aspects of the findings discussed in the context of the literature include paranoia as a threat heuristic; the role of internal and external dialogues; the influence of gender on content; and the importance of meaning in life as a coping resource. Practitioner points: Paranoia may be a significant issue for some students.Paranoia needs to be seen in the context of past aversive experiences.Dialogical approaches may be useful in developing new therapeutic narratives.Valued social roles, activities, and responsibilities may be an important coping resource. [ABSTRACT FROM AUTHOR]

The COVID‐19 outbreak has profoundly changed daily life and the ways in which students learn and interact. This study explores the nature and content of tweets posted by students enrolled in nursing programs (hereafter nursing students) in the United Kingdom, the United States, and South Korea during the COVID‐19 pandemic between March 4 and April 7, 2020. A total of 8856 tweets from the Twitter accounts of 95 self‐identified nursing students were included in our qualitative analysis. The findings revealed five categories of tweet content: (i) reactions to COVID‐19; (ii) everyday life; (iii) role as a student; (iv) social connections; and (v) sociopolitical issues. Students shared concerns about the impact of COVID‐19 on their education, discussed their experiences as nursing students, tweeted details of their daily lives, and sought social connections for support as well as for information sharing. The findings of this study can inform nurse educators to better understand their students' responses to and sentiments about the COVID‐19 pandemic. Nurse educators should incorporate this understanding into curricula for pandemic preparedness and response efforts. [ABSTRACT FROM AUTHOR]

Teachers' beliefs in inclusive education can be influential toward the success of inclusive practices and also students' successes and failures within the classroom. Having a clear understanding and high expectations toward students with specific learning difficulties (SpLD) is important if these students are to reach their potential. This study examined 276 British primary and secondary teachers' perceptions toward inclusive education for all, and their causal attributions toward students with and without SpLD. The results show that teachers who believe that inclusive education is an effective way to teach all students, provide greater positive feedback, feel less frustrated, and hold lower expectations for future failure, in comparison to their colleagues with more negative inclusive educational beliefs. Teachers need to believe that inclusive education is an effective way to teach all students, and that they, as teachers are capable of managing this. However, they need to be provided with relevant systemic support. [ABSTRACT FROM AUTHOR]

A recent government move to increase numbers of students taking post‐16 (post‐compulsory) mathematics in England saw 2930 students being awarded the first Core Maths (CM) qualifications in 2016, the number rising to 9027 in 2019. This paper uses qualitative data, from a study investigating the successes and challenges of these new qualifications in their initial period of implementation, to explore perspectives on how the new qualification is being positioned within the existing post‐16 curriculum structure. First‐ and second‐order effects of the policy are considered, particularly in relation to the dichotomy between CM and the longstanding, highly academic, A‐level Mathematics. Our findings reveal a positive regard for many aspects of CM. However, the systemic processes by which certain students are manoeuvred onto the CM course, and the resulting opportunities for progression of those students, could be interpreted as restrictive, despite the benefits for students of new opportunities for pursuing mathematics study. [ABSTRACT FROM AUTHOR]

Aims: To explore the impact of dyslexia on the educational experiences of undergraduate students in medicine, dentistry, dental therapy and biomedical sciences. Methods: It was a qualitative study based on semi‐structured interviews. The study was conducted at the Faculty of Medicine and Dentistry at a University in the South West region of the United Kingdom. Purposive sampling was used, and the participants included undergraduate students from the schools of medicine, dentistry and biomedical sciences. Results: The sample consisted of fifteen undergraduate students including five from medicine; four from dentistry; three from dental therapy; and three from biomedical sciences. All students had a formal diagnosis of Dyslexia. The students shared their views and experiences regarding disclosure, transition into the university, learning environments, assessments and challenges after graduation. Conclusions: This is the first study to explore the impact of dyslexia on the educational experiences of healthcare students from multiple programmes in a variety of educational settings. The findings show that the students were confident regarding disclosure of their dyslexia and had a formal diagnosis of dyslexia established during their school years. Although the participants experienced typical academic difficulties associated with dyslexia, problem‐based learning (PBL) was perceived to be enjoyable and less stressful than traditional lectures and no specific challenges were reported in acquisition of clinical, communication and team‐working skills. [ABSTRACT FROM AUTHOR]

A student's mindset influences their achievement and response to challenge, with a 'fixed mindset' encouraging disengagement from challenging tasks and avoidance of learning and feedback opportunities. These behaviours resemble those reported for professional and non‐clinical curriculum areas, which are important for employability and resilience in veterinary practice. Students with a 'growth mindset' to learning are more persistent when faced with challenges and actively seek more demanding tasks. They also demonstrate higher levels of psychological well‐being. The objectives of this study were to explore whether variation in veterinary students' mindset to learning exists across different curriculum areas, and to identify whether students' backgrounds influence their learning mindset. The mindsets of veterinary students at a UK veterinary school were measured using an adapted version of the Implicit Theories of Intelligence Scale. The survey was constructed to compare mindset in clinical reasoning, professional reasoning (incorporating ethics and critical thinking), communication skills and reflection. More students demonstrated a growth mindset to communication skills (59%), reflection (84%) and clinical reasoning (83%) than to professional reasoning (34%). There were more students with a fixed mindset to professional reasoning (10%) than in other areas (0–5%). Students' background (international or non‐traditional university access) did not appear to influence mindset to learning. Disengagement from professional studies curricula may be a consequence of students lacking a growth mindset in professional reasoning. Curriculum interventions that encourage engagement and the development of a growth mindset to learning non‐clinical competences may be beneficial. [ABSTRACT FROM AUTHOR]

The ongoing "massification" of higher education in the UK has generated increased demand for student housing. Some of this demand is being met by new, purpose‐built student accommodation, but much is being met through an intensification of student properties in established "student areas," and the expansion of student housing into neighbourhoods previously unaffected by high levels of student in‐migration in a process termed "studentification." Previous research indicates that the arrival of multiple student households in established residential areas creates conflict and adversely affects the non‐student population. Wishing to understand better these effects, this paper draws on focus group discussions completed with 11 diverse residents' groups based across Southampton, an English university city, which explored attitudes towards, and experiences of, studentification. Seeking a more robust theorisation of the sociospatial impacts of, and responses to, this process, the findings are considered in relation to Foucault's concept of "heterotopia." Reflecting previous findings, the residents' groups emerged as firm critics of studentification. Considered against Foucault's concept, it appeared that the "heterotopian" qualities of studentified areas formed the points of most concern. Implications for the future of studentified areas, and for the concept of heterotopia, are explored. [ABSTRACT FROM AUTHOR]

Aims: When experiencing mental health difficulties, university students turn to their friends for support. This study assessed the consequences of caregiving among a university sample, identifying predictors of caregiving burden among students. Methods: A total of 79 students with experience of supporting a friend with mental health difficulties were recruited through a UK student mental health charity to complete an online survey. Alongside qualitative data, the online survey used the Experience of Caregiving Inventory and the Involvement Evaluation Questionnaire as measures of the consequences of caregiving. Results: Students supporting friends, housemates or partners were found to experience significant consequences of caregiving. Frequency of face‐to‐face contact and duration of illness predicted more negative consequences of caregiving, but these relationships were not straightforward. The presence and intensity of professional support did not influence the experience of caregiving. Conclusions: The study suggests that the impact of supporting friends with mental health difficulties is not insubstantial for students. Broadening the network of informal social support may help improve the experience for students supporting a friend, but currently, contact with professional services appears to have a limited effect. [ABSTRACT FROM AUTHOR]

This article offers a conceptual analysis of collusion, the often overlooked relative of plagiarism in debates on academic integrity. Considered as an inherently social phenomenon, we present the results of a systematic effort to understand the anatomy of collusion. The term's meanings and associated governance practices are compared for contexts outside higher education. These are considered alongside a thematic analysis of publicly available UK university academic integrity documentation that specifies for students what counts as collusion. We indicate how current guideline practice can (1) appear incomplete by concentrating on classroom peers, (2) create blurred boundaries around useful collaboration, peer review and dishonest practice and (3) be so unrealistic as to have unwelcome, unintended consequences for students and staff. Taking an ecological perspective on the conditions of collusion emphasises how these guidelines—by seeking to constrain social interactions around assignment work—may create an uncomfortable incoherence between their prescriptions and well‐established patterns of study. [ABSTRACT FROM AUTHOR]

Gender differences in language learning motivation have not been extensively examined. Thus, this survey study explores gender differences in the population of 599 Polish learners of English aged 14–16. Unlike other studies, it not only compares means but investigates whether there are gender differences in the way the variables interact with each other. Findings show that females scored higher than males on scales of international orientation, ideal L2 self and self‐regulation. No gender differences were observed on instrumentality, self‐efficacy beliefs, English self‐concept and intrinsic motivation. There is also a significant difference in the strength of links between self‐regulation and instrumentality, self‐efficacy beliefs as well as English self‐concept. Thus, gender effects appear more extensive than previous research has shown. [ABSTRACT FROM AUTHOR]

This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews with students and teachers, lesson observations as well as documentary analysis of teaching material. Results indicate that the students considered feedback delivery in the three stages as beneficial to their interest, confidence, motivation and self‐perceived performance in writing. The article highlights the need to offer feedback in all three feedback phases to maximize its effectiveness and to offer a more positive learning experience to students. [ABSTRACT FROM AUTHOR]

This article describes the outcomes of a research project conducted at the Ministry of Stories (a London‐based writing centre) which sought to develop an online, mentor‐assisted, writing platform. Across a 3‐month period, at four different sites across the UK, more than a hundred Year 7 pupils took part in the project, using the platform to write stories and get feedback from mentors who came from a variety of backgrounds. For reasons of space, pupil/mentor interactions are not discussed extensively in the article; however, these stories were collected and analysed alongside a range of other survey and interview data to establish how creative writing might be developed through online mentoring, the use of an online interface and the intersection of both these tools. The article seeks to answer some questions raised by the data collected in the project, and in turn, uses both the questions and the data to interrogate some of the discourses which surround the teaching of creative writing both in and outside the classroom, and in particular the tensions that occur between the teaching of writing skills, 'official versions' of writing in the classroom and children's use of their own cultural resources in creative writing. [ABSTRACT FROM AUTHOR]

The Department for Education is attempting to use lessons from economics to spur competition in higher education in the UK, in order to improve access and quality and reduce price. Laudable as these goals are, in this paper it is argued that there are aspects of higher education that are unlike other markets and which may make standard solutions to non‐competitive price behaviour ineffective. New insights into decision making from behavioural sciences, which challenge the notion of rationality in many students' higher education choices, are also discussed. Recent research has suggested some interventions that may nudge students towards decisions that help achieve the objectives for higher education set out by the Department for Education. It is argued that the Department for Education might be more successful in reaching its objectives if it focused more on these behavioural insights and interventions, and less on trying to make HE function like the competitive market that it is not. [ABSTRACT FROM AUTHOR]

GLO:1C4K/01jun20:tct13063-fig-0001.jpg PHOTO (COLOR): . gl Globally, there is increased drive and support for medical schools to become more socially accountable (Box 1), developing a vision and strategy to address the increasing health and social needs of their populations.[1] Box Definition of social accountability Social accountability in medical schools was defined in 1995 by the World Health Organization as: 'the obligation of medical schools to direct education, research and service activities towards addressing the priority health concerns of the community, region or nation that they have a mandate to serve'.[1] From a UK perspective, the development of socially accountable medical schools is at an early stage. The UPCE team oversees all community-based medical student placements at Imperial College and aims to orientate our educational innovations and research around principles of social accountability. [Extracted from the article]

Abstract: Aim: To evaluate the views of final year dental surgery students (BDS; G1) at Cardiff University and general dental practitioners (GDPs; G2) within the geographic area of Cardiff, Wales, on antibiotic prescribing for endodontic conditions, and investigate the potential differences between the two groups. Methods: A cross‐sectional online questionnaire‐based survey of 12 qualitative and quantitative questions was distributed to 76 final year BDS Cardiff University students and 55 dental practices within Cardiff, UK. Six questions recorded general information, and the remaining questions included a series of hypothetical clinical scenarios, where the participants were asked to state whether they would or would not prescribe antibiotics. The data were analysed using spss version 23 to produce descriptive statistics, contingency tables and to run chi‐square (χ²) tests, Fisher's exact tests and relative risk calculations. Results: The response rate was 60% (n = 79). All G1 participants were aware of the consequences of antibiotic overuse. Approximately 60% of responders were aware of guidelines for antibiotic use in endodontic therapies, and 83% would only use antibiotics for a limited selection of patients (e.g. patients with systemic complications). G1 responses to clinical scenarios indicated overall that they were comparable to the ideal answers except for acute apical abscess (64% believed that antibiotics were indicated). The majority of G2 were aware of the consequences of antibiotic overuse. Only 28% of G2 were aware of guidelines for antibiotic use in endodontic therapies. Overall responses revealed that antibiotics would be prescribed for: systemic complications (78%), acute apical abscess (72%) and symptomatic apical periodontitis (28%). The clinical scenarios revealed G1 were more likely to prescribe antibiotics compared to G2 for cases of necrotic pulp with symptomatic apical periodontitis without systemic complications (incorrect answer) and less likely to other clinical scenarios such as necrotic pulp and asymptomatic apical periodontitis for patients with a history of rheumatic fever (ideal answers), symptomatic irreversible/reversible pulpitis, failure to achieve anaesthesia, chronic apical abscess for patients with diabetes. The recognition of antibiotic prescription for cases with signs of spreading infection was more evident in G2. Conclusion: Final year undergraduate students were aware of the antibiotic resistance crisis, although a third was not aware of guidelines for use of antibiotics in endodontic conditions; their responses to clinical scenario were generally compatible with the guidelines. General dentists were less aware of the implications of overuse of antibiotics and the existence of guidelines, and their responses were occasionally incompatible with antibiotic guidelines for endodontic therapies. [ABSTRACT FROM AUTHOR]

Context: Discrimination and harassment create a hostile environment with deleterious effects on student well‐being and education. In this study, we aimed to: (i) measure prevalences and types of discrimination and harassment in one UK medical school, and (ii) understand how and why students report them. Methods: The study used a mixed‐methods design. A medical school population survey of 1318 students was carried out in March 2014. Students were asked whether they had experienced, witnessed or reported discrimination or harassment and were given space for free‐text comments. Two focus group sessions were conducted to elicit information on types of harassment and the factors that influenced reporting. Proportions were analysed using the Wilson score method and associations tested using chi‐squared and regression analyses. Qualitative data were subjected to framework analysis. Degrees of convergence between data were analysed. Results: A total of 259 (19.7%) students responded to the survey. Most participants had experienced (63.3%, 95% confidence interval [CI]: 57.3–69.0) or witnessed (56.4%, 95% CI: 50.3–62.3) at least one type of discrimination or harassment. Stereotyping was the form most commonly witnessed (43.2%, 95% CI: 37.4–49.3). In the qualitative data, reports of inappropriate joking and invasion of personal space were common. Black and minority ethnic students had witnessed and religious students had experienced a greater lack of provision (χ2 = 4.73, p = 0.03 and χ2 = 4.38, p = 0.04, respectively). Non‐heterosexual students had experienced greater joking (χ2 = 3.99, p = 0.04). Students with disabilities had experienced more stereotyping (χ2 = 13.5, p < 0.01). Female students and students in clinical years had 2.6 (95% CI: 1.3–5.3) and 3.6 (95% CI: 1.9–7.0) greater odds, respectively, of experiencing or witnessing any type of discrimination or harassment. Seven of 140 survey respondents had reported incidents (5.0%, 95% CI: 2.4–10.0). Reporting was perceived as ineffective and as potentially victimising of the reporter. Conclusions: Harassment and discrimination are prevalent in this sample and associated with gender, ethnicity, sexuality, disability and year group. Reporting is rare and perceived as ineffective. These findings have informed local developments, future strategies and the development of a national prevention policy. [ABSTRACT FROM AUTHOR]

Background: This research reports on the NICE Evidence search (ES) student champion scheme (SCS) first five years of activity (2011-2016) in terms of its impact on health care undergraduate students' information search skills and search confidence. Objectives: A review of students' evaluation of the scheme was carried out to chart the changes in attitude towards NICE Evidence search as an online health care information source and to monitor students' approach to information seeking. Methods: This study is based on the results of questionnaires distributed to students before and after attending a training session on NICE Evidence search delivered by their own peers. The exercise was implemented in health related universities in England over a period of five consecutive academic years. Results: (i) Students' search confidence improved considerably after the training; (ii) ES was perceived as being an increasingly useful resource of evidence based information for their studies; (iii) the training helped students develop discerning search skills and use evidence based information sources more consistently and critically. Conclusions: The NICE SCS improves confidence in approaching information tasks amongst health care undergraduate students. Future developments could involve offering the training at the onset of a course of study and adopting online delivery formats to expand its geographical reach. [ABSTRACT FROM AUTHOR]

Debate about intergenerational relations has become more prominent since the financial crisis of 2007-09, focusing particularly on the difficulties faced by young adults trying to enter the labour and housing markets, whilst often bearing high levels of debt incurred as students. This article reviews the nature of the 'intergenerational contract' at both the micro level of the family, and at the macro level between individuals and the state. We then present qualitative, empirical data on the relationship between parents and: (1) their student children; and (2) their graduate children who have returned home. We focus primarily on the financial support provided by parents to the two groups. We explore why support is given, and the nature of similarities and differences in terms of what is given. We find that virtually all parents who were able to support their young adult children financially did so, but to different degrees and with different amounts of tension and anxiety. We suggest that the increased importance of the intergenerational contract at the micro level is likely to contribute to intra- rather than intergenerational inequalities. [ABSTRACT FROM AUTHOR]

The 'Dissertations into practice' feature began life in March 2012 with a dual aim: to encourage students, recent graduates and new professionals to write for publication and to highlight the impact of student research on policy and practice. This article reflects on the initiative and demonstrates that it has been extremely successful in achieving both aims. It highlights the diverse range of contributions to the feature so far and proves that student research can and does influence policy and practice. It also demonstrates that, with the right encouragement and support, students are willing and able to write for academic publication and that they gain a lot from the experience. A. M. [ABSTRACT FROM AUTHOR]

Aims To compare the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. Methods This study examined the results of students in applied dental knowledge ( ADK) progress tests conducted during two academic years. A mixed model analysis of variance ( ANOVA) was conducted to compare the performance of graduate-entry and direct school leavers. ADK was treated as a repeated measures variable, and the outcome variable of interest was percentage score on the ADK. Results The results show statistically significant main effects for ADK [ F (1,113) = 61.58, P < 0.001, η2p = 0.35], Cohort [ F (1,113) = 88.57, P < 0.001, η2p = 0.44] and Entry [ F (1,113) = 11.31, P = 0.001, η2p = 0.09]. That is, students do better on each subsequent test (main effect of ADK), students in later years of the programme perform better than those in earlier years (main effect of cohort), and graduate-entry students outperform direct school leavers. Conclusions This is the first study to explore the differences in the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. The results show that the academic performance of graduate students was better than the direct school leavers in years 2 and 3. Further research is required to compare the performance of students longitudinally across the entire duration of undergraduate dental programmes and evaluate whether this difference persists throughout. [ABSTRACT FROM AUTHOR]

There has been little previous scholarship regarding the aims, options and impact of ethics education on residential care-givers. This manuscript details findings from a pragmatic cluster trial evaluating the impact of three different approaches to ethics education. The focus of the article is on one of the interventions, an immersive simulation experience. The simulation experience required residential care-givers to assume the profile of elderly care-recipients for a 24-hr period. The care-givers were student nurses. The project was reviewed favourably by a university ethics committee, and participants provided informed consent. Data from six postsimulation experience focus groups were analysed thematically and three themes were identified: the experience of vulnerability, dignity in care and the organisation of care. Findings suggest that the immersive simulation experience had a powerful immediate impact as participants described epiphanous insights relating to their care experiences. It is suggested that reflecting on and recording epiphanous events has the potential to sustain ethical care practices. Further research is required to evaluate the impact of different ethics education interventions in different cultural contexts. Exploration is also required regarding the meaning and significance of care epiphanies, those 'most delicate and evanescent of moments,' for the sustainability of ethical care. [ABSTRACT FROM AUTHOR]

This article summarises a case study on the information needs of Masters level Occupational Therapy 5 ( OT) students at one English university. A mixed methods questionnaire was used to explore motivators for information-seeking, preferred information resources and barriers inhibiting the satisfaction of information needs. Thirteen recommendations for practice were formulated, focusing on how information professionals can best facilitate OT students' learning and evidence-based research skills in preparation for clinical practice. The study was completed by Jane Morgan-Daniel, who received a Distinction for her work from Aberystwyth University, where she graduated with an MSC in Information and Library Studies in December 2016. She has written this article together with her dissertation supervisor, Hugh Preston. A. M. [ABSTRACT FROM AUTHOR]

Background Workplace-based assessments ( WPBAs) are widely used in postgraduate training programmes internationally. WPBAs can function as both an assessment and an educational tool. Although some WPBAs are a mandatory requirement of approved curricula (as in the UK), little previous research has explored the extent to which such assessments are associated with adverse outcomes in postgraduate training. The present study examines whether the assessment element of Multisource Feedback, Patient Satisfaction Questionnaire and Educational Supervisors Review ratings can indicate if a trainee is likely to experience difficulty in successfully completing their planned training programme (i.e. fail one of their licensing assessments or need additional training time). Methods Data were collected for trainees undergoing a General Practice specialty training placement in Health Education East Midlands ( UK). Multivariate analyses were used to examine the predictive validity of the WPBAs and the outcome measures ( n = 327 to 329) and t-tests to calculate whether there were significant differences in performance between trainees who received low versus high WPBA ratings ( t = 4.03 to 10.27, p < 0.01). Results Multisource Feedback, Patient Satisfaction Questionnaire and Educational Supervisor's Review ratings were significantly correlated with subsequent performance in licensing exams ( r = 0.14 to 0.47, p < 0.01), and in addition explained significant variance in the likelihood of requiring additional training time (15.6% to 25.6%, p < 0.01). Conclusions Based on the findings, we assert that Multisource Feedback, Patient Satisfaction Questionnaire and Educational Supervisor's Review ratings have validity for predicting performance during training and are thus a useful tool for identifying trainees who are more likely to experience difficulty and could benefit from early additional support. [ABSTRACT FROM AUTHOR]

Objective The aim of this research was to explore the library and information needs of health and social care students whilst on placement. Methods Both desk and primary research were conducted and included an online questionnaire to students and semi-structured interviews. Results The questionnaire was completed by 252 students from a variety of programmes, equivalent to a 10% response rate. The results indicate a wide range of factors impacting on the library and information experiences of students. Whilst differences in the availability of a physical library in hospital or community locations still exist, these are mitigated by technology and a preference for home study. A significant result is that 77% ( n = 193) of students on placement study at home, using a variety of Internet-connected devices. This highlights a marked change in practice and underlines the need for mobile-compliant e-resources and accessible at-a-distance services. Conclusion As a result of this research, practical recommendations on how library support can be improved were developed including enhanced collaboration and learning with NHS colleagues, and knowledge sharing with other departments within the University who support our students. [ABSTRACT FROM AUTHOR]

It has become increasingly clear that social activities play an important role for many UK undergraduate students in informing identity and place attachment through interactions with their term-time location. While attention has been given to the ways in which students construct 'exclusive geographies' through self-segregation from non-students, thus far there has been very little discussion of how students' identities may be affected by their changing activity spaces and how this may blur the boundaries between student and non-student spaces. Exploring these transformations over the duration of the degree is important as they highlight how identity performances may be influenced by students' transitions through university and their changing mobility patterns. This paper will address such matters by considering the following: (1) how first year activity spaces may constitute a student bubble for new undergraduates; (2) how, in subsequent years, these activity spaces adapt as students hone their social practices and explore environments less associated with student life; and (3) how 'local' student's activity spaces can become complex as they contemplate locating their multiple identities during term time. [ABSTRACT FROM AUTHOR]

Community-based learning (CBL) has been more recently introduced into some psychology programmes in the UK than in the USA, where it has existed for a number of decades in the form of 'service learning'. CBL holds promise as a means of promoting and developing critical community psychology practice, but there are risks involved in its acritical adoption in the psychology curriculum. If associated power dynamics are not considered, CBL has the capacity to serve neoliberal interests and perpetuate, rather than challenge, oppressive social relations. This article examines ways in which CBL can be both conducive and corrosive to critical community psychology practice. Drawing on interdisciplinary literature, it explores ways in which students participating in CBL can be vulnerable to exploitation-both as victims and perpetrators-through collusion and cultural voyeurism. Consideration is given to ways of resisting institutional and other pressures to comply uncritically with the demands of the 'employability agenda'. These include the importance of facilitated reflective processes in associated modules, to consider aspects of the interactions of people and systems. The article concludes that whilst CBL is inherently risky and involves discomfort for students, this enables development of a more informed consciousness where truly participatory work evolves towards greater social justice. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Existing ways of understanding the transformative potential of students' undergraduate experiences either focus solely on the formal educational elements of these experiences or present an overly static picture of students' intentions in engaging in higher education. In this article we argue that the notion of 'personal project' offers a more flexible way of understanding what students are trying to gain from being at university. Based on a phenomenographic analysis of interviews with 31 students over the three years of their degrees, we examine how sociology students' accounts of their personal projects develop over the three years of their degree programmes and how these relate to their accounts of their integration into their institutions and the development of their intellectual engagement with their discipline. We argue that students' accounts of their personal projects are relatively stable over the course of their degrees but do not appear to shape the development of their intellectual engagement with their degree programme. What appears to be more significant is whether or not students understand their time at university as an educational experience. Based on this, we argue that the transformative elements of an undergraduate education lie in students developing their personal projects and intellectual engagement through the educational context that is offered at university. [ABSTRACT FROM AUTHOR]

The Student Sex Work Project was set up in 2012 in the United Kingdom (UK) to locate students who are involved in the sex industry, to discover their motivations and needs, and in doing so provide an evidence base to consider the development of policy and practice within Higher Education. As part of this initiative, a large survey was undertaken comprising students from throughout the UK. Reporting on the findings from this survey, the article sheds some light on what occupations students take up in the sex industry, what motivates their participation and how they experience the work. The study also offers a much-needed empirical input to the ongoing academic debates on the nature of sex work. The results suggest that there can be little doubt of a student presence within the sex industry in the UK. The motivations and experiences of student sex workers cover elements of agency and choice as well as of force and exploitation and it is suggested that student sex work is best understood from a polymorphous framework which leaves room for a wide variety of experiences and challenges. [ABSTRACT FROM AUTHOR]

Since 2013/2014, an Information Literacy Advocates (ILA) scheme has been running at the University of Nottingham as an extracurricular module on the Nottingham Advantage Award programme. The Information Literacy Advocates scheme, which recruits medicine and health sciences students in their second year or above, aims to facilitate development of information literacy skills and confidence, as well as communication, organisation and teamwork, through the provision of peer support. Previous research indicates peer assistance effectively enhances such skills and is valued by fellow students who welcome the opportunity to approach more experienced students for help. This article, written by guest writer Ruth Curtis from the University of Nottingham, provides an overview of administering the ILA scheme and explores its impact on the Information Literacy Advocates, peers and librarians, and discusses future developments for taking the scheme forward. H. S. [ABSTRACT FROM AUTHOR]

Context Longitudinal integrated clerkships ( LICs) represent a model of the structural redesign of clinical education that is growing in the USA, Canada, Australia and South Africa. By contrast with time-limited traditional block rotations, medical students in LICs provide comprehensive care of patients and populations in continuing learning relationships over time and across disciplines and venues. The evidence base for LICs reveals transformational professional and workforce outcomes derived from a number of small institution-specific studies. Objectives This study is the first from an international collaborative formed to study the processes and outcomes of LICs across multiple institutions in different countries. It aims to establish a baseline reference typology to inform further research in this field. Methods Data on all LIC and LIC-like programmes known to the members of the international Consortium of Longitudinal Integrated Clerkships were collected using a survey tool developed through a Delphi process and subsequently analysed. Data were collected from 54 programmes, 44 medical schools, seven countries and over 15 000 student-years of LIC-like curricula. Results Wide variation in programme length, student numbers, health care settings and principal supervision was found. Three distinct typological programme clusters were identified and named according to programme length and discipline coverage: Comprehensive LICs; Blended LICs, and LIC-like Amalgamative Clerkships. Two major approaches emerged in terms of the sizes of communities and types of clinical supervision. These referred to programmes based in smaller communities with mainly family physicians or general practitioners as clinical supervisors, and those in more urban settings in which subspecialists were more prevalent. Conclusions Three distinct LIC clusters are classified. These provide a foundational reference point for future studies on the processes and outcomes of LICs. The study also exemplifies a collaborative approach to medical education research that focuses on typology rather than on individual programme or context. [ABSTRACT FROM AUTHOR]

Background: Although training to be a counsellor is likely to be emotionally demanding the extent to which these demands become problematic emotional experiences and how they influence trainee development has not been investigated. Aim: To identify changes experienced by one trainee counsellor who was enrolled on a full ‐ time BACP accredited counsellor training course at a British university. Method: The assimilation model was used to track Mandy's journey from student to therapist over the course of five, semi ‐ structured interviews. Results: Mandy developed problematic emotional experiences during training, and their assimilation was associated with personal and professional growth. They provide some evidence that personal development group work may be more emotionally challenging for trainees than work with clients and reveal the positive impact of compassionate and honest supervision. Conclusions: The findings suggest that BACP courses are capable of producing reflective practitioners but raise questions about the length of time needed for students to become therapists and the role of personal therapy. This study also demonstrates how the assimilation model can be adapted to investigate change in trainee therapists and paves the way for further research in this area. [ABSTRACT FROM AUTHOR]

Kant ( Grounding for the Metaphysics of Morals. Hackett, Indianapolis, 1797) described honesty as 'a sacred command of reason' which should be obeyed at all times and at any cost. This study inquires into the practice of dishonesty, deception, and deceit by universities in the UK in the pursuit of quality indicators such as league table positions, Research Excellence Framework ( REF) scores, and student satisfaction survey results. Deception occurs when the metrics which inform these tables and surveys are manipulated to suggest an improvement in quality when, in fact, the raised scores are merely the result of clever strategic planning. Deceit occurs when these manipulated scores are deliberately and knowingly presented as real improvements in research and educational quality. It might be argued that, within the context of the artificial ivory tower world of academe, this is a game played by almost every academic in every higher education institution with no real losers and little wider consequence. However, this study suggests that some of the strategies employed by institutions to improve their scores without directly addressing the issue of quality can, in certain practice-based disciplines such as nursing, result in dire consequences for practitioners and service users. It concludes with a number of suggestions taken from personal experience to resolve the tension between the contractual demands placed on nurse academics by their employers and the moral and practical obligations of their professional body, most notably the use of subversion. The conclusion, contra Kant, is that the most effective strategy against dishonesty and deception is often more dishonesty and deception. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective The purpose of this investigation was to examine change in risk for eating disorders in higher education students sojourning in the United Kingdom (UK), as well as associations between such risk and experiences in the host culture. Method Participants were 98 female students from Malaysia, who completed a measure of risk factors for eating disorder symptomatology (the Eating Disorder Inventory-3 subscales of drive for thinness, body dissatisfaction, and bulimia symptoms) at two time points: two months prior to beginning their sojourn in the UK (Time 1) and four months after the sojourn began (Time 2). At Time 2, participants also completed measures of sociocultural adjustment, cultural distance between home and host cultures, and perceived discrimination in the host culture. Results Analyses indicated that, compared to scores at Time 1, participants had significantly higher drive for thinness ( d = 0.64), body dissatisfaction ( d = 0.54), and bulimia symptoms ( d = 0.29) at Time 2. Poorer sociocultural adjustment and greater perceived discrimination significantly predicted greater risk of eating disorders at Time 2. Discussion The stress associated with culture change may place sojourning students at risk for disordered eating. Further research is needed to determine the extent to which this risk is related to culture-change specifically, as opposed to a general set of factors associated with transition-related psychopathology more broadly. © 2016 Wiley Periodicals, Inc. (Int J Eat Disord 2016; 49:695-700) [ABSTRACT FROM AUTHOR]

Context In the UK, supervised learning events ( SLE) replaced traditional workplace-based assessments for foundation-year trainees in 2012. A key element of SLEs was to incorporate trainee reflection and assessor feedback in order to drive learning and identify training issues early. Few studies, however, have investigated the value of SLEs in predicting doctors in difficulty. This study aimed to identify principles that would inform understanding about how and why SLEs work or not in identifying doctors in difficulty (DiD). Methods A retrospective case-control study of North West Foundation School trainees' electronic portfolios was conducted. Cases comprised all known DiD. Controls were randomly selected from the same cohort. Free-text supervisor comments from each SLE were assessed for the four domains defined in the General Medical Council's Good Medical Practice Guidelines and each scored blindly for level of concern using a three-point ordinal scale. Cumulative scores for each SLE were then analysed quantitatively for their predictive value of actual DiD. A qualitative thematic analysis was also conducted. Results The prevalence of DiD in this sample was 6.5%. Receiver operator characteristic curve analysis showed that Team Assessment of Behaviour ( TAB) was the only SLE strongly predictive of actual DiD status. The Educational Supervisor Report ( ESR) was also strongly predictive of DiD status. Fisher's test showed significant associations of TAB and ESR for both predicted and actual DiD status and also the health and performance subtypes. None of the other SLEs showed significant associations. Qualitative data analysis revealed inadequate completion and lack of constructive, particularly negative, feedback. This indicated that SLEs were not used to their full potential. Conclusions TAB and the ESR are strongly predictive of DiD. However, SLEs are not being used to their full potential, and the quality of completion of reports on SLEs and feedback needs to be improved in order to better identify and manage DiD. [ABSTRACT FROM AUTHOR]

Purpose This article provides insights and perspectives from four experienced educators about their approaches to developing, delivering, and evaluating impactful simulation learning experiences for undergraduate nurses. A case study format has been used to illustrate the commonalities and differences of where simulation has been positioned within curricula, with examples of specialized clinical domains and others with a more generic focus. The importance of pedagogy in developing and delivering simulations is highlighted in each case study. A range of learning theories appropriate for healthcare simulations are a reminder of the commonalities across theories and that no one theory can account for the engaging and impactful learning that simulation elicits. Clinical Relevance Creating meaningful and robust learning experiences through simulation can benefit students' performance in subsequent clinical practice. The ability to rehearse particular clinical scenarios, which may be difficult to otherwise achieve, assists students in anticipating likely patient trajectories and understanding how to respond to patients, relatives, and others in the healthcare team. [ABSTRACT FROM AUTHOR]

The potential for academic knowledge to 'interrupt' inter-generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests that academic knowledge, far from being the domain of conservative forces, contains the means by which the working-class and marginalised groups may overcome class determinism. The paper argues for a pedagogy of conceptual progression to assist students across the 'interruption' or 'discursive gap' into academic knowledge. Such a pedagogy need not be confined to its central purpose-that of teaching abstract ideas drawn from their disciplinary systems of meaning and classified for teaching as academic subjects. It can also be the means to mediate the relationship between the context-dependent knowledge of students' experience and the context-independent knowledge of the academic subject. This pedagogy might be the way to maintain the motivational intention of constructivism and 'relevance' approaches that emphasise students' experience. However, it would use experience to illustrate the abstract ideas acquired in academic subjects, not serve as the source of knowledge itself, nor the knowledge focus. [ABSTRACT FROM AUTHOR]

Library anxiety is a concept which has been recognised in academic library circles since the early 1990s. It can result in students actively avoiding the library for the duration of their studies. Madeleine Still is Trust Librarian at North Tees & Hartlepool NHS Foundation Trust and while studying for an MSc, recognised that some student nurses were exhibiting signs of library anxiety. She decided to make it the focus of her MSc dissertation, and this article discusses her research project as well as highlighting the measures she has taken to address the issues she uncovered. Madeleine graduated in July 2013 with an MSc in Information & Library Studies from Robert Gordon University. AM [ABSTRACT FROM AUTHOR]

The article focuses on the issue of students entering secondary education have bad handwriting from primary schools. It talks about the Special Educational Needs Co-ordinators (SENCOs) expressing the need to provide assistance in promoting good handwriting among students during their primary education. It tells about the handwriting being an important part of communication. It speaks about handwriting being essential for children and young adults.