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To explore the nature and extent of learning attained as a result of unaccompanied-by-faculty clinical nursing study abroad experiences and to answer the research question 'what is the nature and extent of learning during study abroad?'. Following the Covid-19 restrictions, international placement opportunities for student nurses are now resuming. In light of this, it is an opportune time for nurse educators to reflect and consider the effectiveness of clinical study abroad placements as contexts of learning, especially in relation to attainment of desired learning outcomes such as personal and professional growth and the development of culturally competent global graduates. This is an important area to research as specific understanding in relation to the extent of learning and variations in learning between students is limited. The study was situated within the interpretivist paradigm to elicit experiences of study abroad. Aligned to this, a hermeneutic phenomenological methodology was applied to ensure these experiences emerged from the subjective horizon of student nurses. Following ethical approval, two semi-structured interviews per student (post-return and follow-up) were conducted with student nurses who had undertaken a study abroad experience. Phenomenological hermeneutical data analysis for multiple context research was undertaken and a change-transformative learning theory lens was additionally employed to the analysis to differentiate between the extent of and variations in, learning attained. Twenty UK and European student nurses, who were registered onto a study abroad programme prior to the Covid-19 restrictions participated. Variations between participants were identified in relation to the nature and extent of learning. Participants experienced personal and professional growth and they experienced transformation in relation to self as a person, learner and nurse. However, variations existed when considering the attributes of global graduateness and cultural competence development. Whilst participants changed by expanding their knowledge in relation to global and cultural issues, some participants also appear to have concurrently experienced a reinforcement of ethnocentric frames of reference. Analysis revealed that study abroad offered opportunities for students to experience change and transformation. Whilst students demonstrated learning in both the domains of change and transformation, transformative learning in all identified outcome areas was not guaranteed. Whilst transformative learning was apparent when considering personal and professional growth, less extensive learning was demonstrated when considering development of the attributes of global graduateness and cultural competence. The paper therefore recognises the complex nature of study abroad experiences and recommends continued investigation in this field. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present a review of opportunities and challenges for future progress in building intercountry, regional, and global alliances for public health nutrition training. Drawing on experiences from developing, implementing, and evaluating public health nutrition training in Australasia, Europe, and the Middle East, suggestions are provided for building a network of global training activities. Opportunities are described in areas such as standardization of course competencies and registration schemes, resource sharing, student and trainer exchange programs, and professional development. Challenges are identified and options presented for building global alliances in public health nutrition training into the future. [ABSTRACT FROM AUTHOR]

Study/Teach abroad experiences, are shown to impact prospective teachers' beliefs and values, offering exposure to diverse educational systems and teaching philosophies. This qualitative exploratory case study aimed to investigate the impact of the Comenius language assistantship program on the sociolinguistic perspectives and meaning schemes of Turkish pre-service teachers of English, in different intercultural educational contexts in Europe between 2011 and 2014. It incorporated both English as a Lingua Franca (ELF) and World Englishes (WE) perspectives. The theoretical framework in the study is Mezirow's (1991) transformative learning theory. The data, collected via semi-structured interviews and reflective journals, were analyzed via content analysis. The findings indicated that although their social and educational backgrounds affected their interpretations of international teaching experiences, participants seemed to share an overarching sociolinguistic perspective. Changes emerged in four meaning schemes: inclusive pedagogical practices, teaching and learning English from the ELF- and WE-aware perspectives, creative and critical thinking activities, as well as intercultural awareness. The study underscored the necessity of integrating the following issues into pre-service language teacher education programs: intercultural awareness, competence, and communication, as well as linguistic and cultural diversity. The findings also emphasized the teacher educators' role as facilitators in terms of enhancing the transformative potential of the international teaching experiences. [ABSTRACT FROM AUTHOR]

The introduction of European funding in the 1980s played an important part in the establishment of networks contributing to the learning opportunities of social work students in the latter part of the twentieth century and more recently. While the number of British social work schools participating were in the minority, membership of networks contributed to the growth in knowledge about European frameworks and comparative social work and professional education. This has subsequently became formalised through edited (comparative) texts and research projects. Use of the term 'social professionals' highlights both the central importance of 'the social' and the diversity of educational and professional awards and occupational groups engaged in this broad field. The experience in networks introduced staff and students alike to different ways of thinking about the roles of the state and the family and of organising work in relation to a range of often similar social problems. British participation was sometimes hindered by language limitations, but European experience introduced new vocabulary such as subsidiarity, social pedagogy and social exclusion. It has also served to illustrate the narrowing of British social work; the high degree of regulation and the dichotomy between education and training evident in the UK. [ABSTRACT FROM AUTHOR]

Objective: To provide an overview of student training in speech and language therapy/logopedics (SLT) in selected Central and Southeastern European countries (Poland, Slovenia, Bulgaria, Czech Republic, Serbia, Bosnia and Herzegovina and Turkey). Method: Data were collected using a special questionnaire developed by Söderpalm and supplemented by Georgieva. Results from 23 SLT programs in the seven countries were collected and organized. Results: In all these countries, SLT has roots in special education or health and is centralized in the university environment. The training programs have positive accreditation provided by the national agencies of accreditation and evaluation. Results were examined specifically for evidence of the new paradigm of evidence-based practice (EBP) according to the revised International Association of Logopedics and Phoniatrics (IALP) guidelines and the application of research-based teaching in SLT. The professional bodies that govern clinical practice in public health and/or educational fields are in the process of EBP implementation. Most speech and language therapists/logopedists in the selected countries work in an educational setting, clinical organization and/or hospital as well as in social day care centers. Except in Turkey, private practices are not regulated by the law. Conclusions: In the seven countries examined in this survey, SLT is progressing as a professional discipline but must be supported by government funding of SLT education and services to relevant populations. © 2015 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

The article offers European Society of Neuroradiology (ESNR) news briefs which includes information on how to contact ESNR board members, a calendar of ESNR congresses and conventions, including the annual meeting of Human Brian Mapping (HBM) in Quebec, Canada from June 26–30, 2011, and ESNR courses, including the European Course of Diagnostic and Interventional Neuroradiology Pierre Lasjaunias ECNR 2010-2012 in Tarragona, Spain from October 28-November 1, 2011.

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The European Network for Asylum Reception Organisations (ENARO), representing 11 European countries, has organised staff exchange visits since its establishment in 2002. Although the exchange programme has been successful in itself for more than five years, new dynamics are necessary to keep the programme vital and geared to the future. To achieve this, the University of Kent and ENARO have joined forces in an EU-funded project called the ENARO Knowledge Transfer Hub, hereafter called the HUB. The aim of the HUB is to provide benefit to the staff exchanges on several levels. The project included the two exchanges in the year 2007. [ABSTRACT FROM AUTHOR]

The article offers information about the European Society of Neuroradiology (ESNR. Details of the society's congresses, board and committee members are presented. It also outlines the course, the European Exchange program as well as the awardees of the 31st congress of ESNR held on September 13, 2006 in Geneva, Switzerland, including the Best Oral Presentation and Best Scientific Posters.

The article provides information on the European Society of Neuroradiology (ESNR). It had Executive, Standing and Ad Hoc Committees and will hold Congresses in Poland and in Greece in 2008. Its global meetings will be in Great Britain from December 13-14, 2007 and in Spain from June 25-28, 2008. Its exchange program for training European neuroradiologists aims to offer support and communication between fellows and residents and established cooperation between Institutions of Neuroradiology.