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Aims: To explore university nursing students and academic staff's perceptions of what increased gender diversity might bring to the nursing profession. Design: An exploratory study with students and academic staff from two university nursing schools. Methods: Students and staff in two university nursing schools were invited to participate in an anonymous online survey (October–November 2022). The survey focused on gender diversity within nursing and patient care, asking respondents about existing barriers to gender diversity and inviting ideas on increasing gender diversity within nursing. The survey findings helped inform questions, which were used to further explore views and thoughts of gender diversity within nursing through semi‐structured one‐to‐one interviews (January–February 2023). Results: Nearly, two‐thirds (64%, n = 69) of survey respondents strongly agreed/agreed that the lack of gender diversity in nursing negatively impacted delivering care to a gender‐diverse society. Most (84%, n = 90) strongly agreed/agreed that increased gender diversity within the nursing workforce would positively contribute to nursing. Three‐quarters (75%, n = 74) strongly agreed/agreed that working with a more gender‐diverse nursing workforce would enrich their experience as a nurse. Three themes emerged from the interview data: shared stereotypes; improved care through knowledge, better relations and the presence of a gender‐diverse workforce; a culture of welcome: suggested changes for the future. Conclusion: Most of those who participated in the study believe there are benefits to be gained from greater gender diversity within nursing. This study provides insight into the lack of gender diversity in the nursing environment, highlights how this might impact patient care and suggests actions to make nursing a more inclusive profession. Implications for the Profession and/or Patient Care: Practical solutions were suggested, including the greater visibility of trans and non‐binary persons in advertisement and recruitment campaigns to ensure nursing is viewed as a career choice for "all". Including a space for considered pronouns on university application forms, hospital documentation and name badges. Gender‐neutral titles and uniforms should be considered for all nursing staff, and more gender‐neutral toilets should be made available for staff and patients in university and hospital settings. Impact: This study addressed the lack of gender diversity in nursing and explored what an increase in gender diversity might bring to the nursing profession. The main findings were: (i) Less than a tenth (9%, n = 12) of respondents described their team of colleagues as being "extremely gender diverse". (ii) Most (84%, n = 90) strongly agreed/agreed that increased gender diversity within the nursing workforce would be a positive attribute to nursing. (iii) Three‐quarters 75% (n = 74) strongly agreed/agreed that working with a more gender‐diverse nursing workforce would enrich their experience as a nurse. (iv) Many stereotypes still exist in nursing and tackling them is important to make the profession more inclusive. (v) A nurse's gender can impact the care they provide. (vi) A more gender‐diverse workforce would better reflect the population it serves. (vii) This research will have an impact on the nursing profession globally. Reporting Method: The consolidated criteria for reporting qualitative studies (COREQ) was used as a guide throughout data collection and analysis. Patient or Public Contribution: Every step of the study, including the survey and interview schedule, was co‐constructed using an iterative approach with service users, students and staff who had personal experience of gender diversity and were a core part of the study team. [ABSTRACT FROM AUTHOR]

Domestic violence (DV) is a major public problem affecting 30% of women over 16. Three quarters of victims have violence to the head and neck, and therefore the role of the dentist is paramount in DV identification. Only one-third of dental schools in the UK include DV in their curricula and there is a need to introduce effective education for the whole profession. This study reported the results of an anonymous questionnaire delivered to an international senior academic and professional audience and a subsequent roundtable discussion of experts who considered issues and education surrounding DV. A 10 question survey was administered to an international audience from 14 countries with specific interests in education. It followed an introductory lecture on DV, and gathered on-the-spot feedback of the audience's perceptions of the problem of DV and dental education. The results were collated and used to inform the expert roundtable group that aimed to discuss professional responsibility, dental education and training in DV, and potential further work. Fifty-seven questionnaires were returned from participants spanning 14 countries, though comparing the views of different groups in the survey was not possible, as this was anonymous and voluntary feedback. Only 42% of the audience considered that DV was sufficiently covered by the dental curriculum with a lack of certainty over professional responsibility. The roundtable group of 11 senior academics and professionals from five countries felt that dental professionals were well place to intervene in DV and have a responsibility to do so. They could potentially break the cycle of events. Embedding key knowledge in undergraduate curricula and continuing professional development training was considered essential to create a safe environment for screening and referral. A well-designed online course was perceived as an effective way of delivering such training. DV is a widespread and serious problem that can be identified by dental professionals. However, there are gaps in training that need to be addressed, and could facilitated by a well-designed online course.

Background: Older people who receive care at home are likely to require support with oral health care. Community nurses, who are also referred to as district or home care nurses, have an important role with this population. This is because they are the healthcare professionals who are most likely to encounter this population, who may also not be receiving regular dental care or oral health promotion. However, few studies have explored community nursing experiences in the delivery and support of oral healthcare for older people living at home. Methods: A grounded theory approach was used to explore experiences of community nurses in the delivery and support of oral health care for older people living at home. Fifteen practising community nurses from the United Kingdom participated in one-to-one semi-structed interviews from May 2021 to December 2021. These interviews were audio-recorded, transcribed verbatim and analysed using constant comparative analysis. Ethical approval was obtained for this study prior to data collection. Results: Four categories emerged from the data to support development of the core phenomena. These four categories were: (1) Education, in relation to what community nurses knew about oral health, (2) Practice, with regards to how community nurses delivered oral health care to older people in their own home, (3) Confidence, with consideration to the extent to which this supported or impeded community nurses in providing oral healthcare to older people and (4) Motivation, in terms of the extent to which community nurses thought they could or should influence future practice improvement in the area. The core category was (C) Uncertainty as it was both present and central across all four categories and related to community nursing understanding about their specific role, and the role of other professionals, with reference to oral health of their patients. Conclusions: This study reveals community nurses' uncertainty in providing oral healthcare to older adults at home. Emphasising comprehensive and continuous oral health education can boost nurses' confidence in patient support. Interprofessional collaboration and clear role definitions with oral health professionals are crucial for improving oral health outcomes in this vulnerable population. [ABSTRACT FROM AUTHOR]

hapTEL, an interdisciplinary project funded by two UK research councils from 2007 to 2011, involves a large interdisciplinary team (with undergraduate and post-graduate student participants) which has been developing and evaluating a virtual learning system within an HE healthcare education setting, working on three overlapping strands. Strand 1 involves the technical development and evaluation of the hapTEL workstation which simulates clinical conditions for dental training including haptics (sense of touch). Strand 2 involves examining the traditional undergraduate curriculum and how this could benefit from the use of haptics. Strand 3 is concerned with the educational evaluation of the impact of the work carried out within Strands 1 and 2. Two theoretical frameworks (Entwistle, (1987) and Webb and Cox (2004)) have been used to identify as many factors as possible which could affect the impact of Technology Enhanced Learning (TEL) on the quality of the learning achieved. These frameworks have formed a foundation for measuring the impact of TEL on curriculum change, teachers' pedagogical practices, students' learning and on institutional practices. A range of quantitative and qualitative methods were designed, piloted and evaluated in order to measure the impact of TEL on teaching and learning; and to have a rich and robust data set which also addresses the variables in the frameworks. The results from using these frameworks show that institutional and departmental factors should be considered when evaluating the impact of TEL in higher education and that these had a major influence on the design and curriculum integration of the hapTEL systems. We have also shown that by involving the end users from the beginning enabled not only an enhancement of the students' learning experiences but also a modification to the traditional curriculum itself and the successful integration of TEL within a very traditional undergraduate higher education dental curriculum. The conclusions from this paper confirm earlier reviews of researching TEL that technology integration is extremely complex and the related research requires a comprehensive approach of both quantitative and qualitative methods if one is to take account of the range of variables identified by theoretical frameworks. Finally, repeating the range of empirical investigations for a second year enables researchers to validate the effectiveness of the methods used in the initial year and thereby maximise the reliability and generalisability of the research outcomes. (Contains 5 figures and 1 table.)

Why you should read this article: • To appreciate the health inequities experienced by transgender people • To acknowledge that healthcare professionals often lack the competence and skills required to treat transgender people sensitively • To learn about the co-production, content and delivery of a transgender awareness training session Nurses and doctors must be culturally competent to care for transgender patients. However, there is little time dedicated to lesbian, gay, bisexual, transgender and queer plus (LGBTQ+) health in undergraduate and postgraduate nursing and medicine education and healthcare professionals often lack the competence and skills to treat transgender patients sensitively. At Queen's University Belfast, a transgender awareness training session was developed to enhance the cultural competence of nursing and medicine students and academic staff. The training was co-produced with students and transgender people and delivered by a transgender person. Training on transgender health should be designed in collaboration with transgender people and should be a core component of undergraduate and postgraduate healthcare curricula. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand why some nursing and midwifery students felt isolated and abandoned when taking on frontline roles during COVID-19 • To learn about the types of online support that can be offered to nursing and midwifery students • To appreciate the value of enabling nursing and midwifery students to explore personal and professional experiences in a safe non-judgemental environment Throughout the coronavirus disease 2019 (COVID-19) pandemic the Queen's University Belfast Connections (QUB Connections) project has provided online well-being support to nursing students and student midwives. The project, which was co-designed and led by students and academic staff, provided an online well-being service for students who took on front-line roles during the early part of the pandemic and for those who had to pause their studies. Insights gained from responses to an evaluation of the support sessions suggested that some students felt stigmatised, frightened, lost, isolated and abandoned during this period, but that QUB Connections gave them a sense of 'being held' and 'attended to' in a time of uncertainty. The evaluation findings are a reminder of the need to continue to help nursing and midwifery students and newly qualified staff develop self-care and support mechanisms. QUB Connections is now embedded in the university's school of nursing and midwifery pre-registration programmes to support students and those new to nursing and midwifery practice. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2-5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students' attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed. On-screen results were photographed and submitted by the students to the tutors. A scoring system named the Accuracy of Caries Excavation (ACE) score was devised to score these results and achieve an even distribution of scores and a calculated combined score. A total of 127 individual logged attempts by 80% of the students over sessions 1 and 2 were recorded and submitted to the tutors. The mean ACE scores for both sessions for tasks 2 through 5 were 9.2, 11.6, 6.4, and 4.9, respectively; for Session 2 (tasks 3-5), scores were 12.4, 6.7, and 5.0, respectively (p<0.001). The average performance on task 3, which was attempted in similar numbers during both sessions, improved from the first to the second session (8.14 vs. 12.38; p=0.009). Using the HapTEL system in a first-year BDS curriculum improved the students' performance of simulated cavity preparation after practicing over two sessions. Use of the ACE scoring system enabled tutors to make consistent assessments across a large student cohort and provided an objective method of formative assessment. [ABSTRACT FROM AUTHOR]

The article focuses on Legionnaires' disease, a respiratory infection, often leading to acute pneumonia. It states that the disease is caused by the bacterium Legionella pneumophila. It notes that the assessment of Legionella's risks is the responsibility of the dental practice owner or the person with responsibility for managing the practice. It adds that all dental premises in Great Britain should have a written scheme and a Legionella risk assessment.

The article offers information on the health and safety guidance on the clinical waste disposal in dental practices in Great Britain. It reports that the guidance requires the control of the dental practices' wastes including the proper disposal of disposable products. It also presents the categories of dental wastes which includes the clinical and non-clinical.

The article offers information on the various legislations that mandate the proper disinfection and sterilization of dental instruments in Great Britain. These include the Health and Safety at Work Act 1974; the Provision and Use of Work Equipment Regulations 1998, which require that dental tools like decontamination equipment are suitable for the intended use and safe for use; and, the Pressure Systems Safety Regulations 2000.

The article discusses the dental practice risk assessment process. It says that the Health and Safety at Work Act 1974 (HASAW) is a legislation in Great Britain which centers on occupational health and safety while the Control of Substances Hazardous to Health Regulations 2002 (COSHH) imposes rules on toxic chemicals in the workplace. Meanwhile, the risk assessment process include identifying threats, assessing staff's vulnerability, and identifying ways to reduce the said risks.

Purpose — The paper aims to investigate the problems encountered in retail international joint ventures (IJVs). It synthesizes and applies transaction cost economics and strategic management theories to help explain the dynamics within the international retail joint venture (IRJV) process. Design/methodology/approach — Applies a multiple case study approach based on a sample of UK-based retailers during the retail internationalisation process. Findings — Highlights the key problem areas encountered by retailers involved in IJV activity. Concludes that in contrast to production-driven joint venture activity, retailers appear to have a shorter and intensive adjustment period to effectively co-ordinate operational activity and bridge the corporate and behavioural differences between themselves and the partner. Research limitations/implications — Focuses on a sample of UK retail companies only. Given the intensive instantiation process, a predetermined approach may be more appropriate for retail firms to avoid problematic outcomes in IJV management. Practical implications — Retail companies may experience post formation risk in joint ventures, arising from partner resource limitations. Differences in management capability between the partners may lead to ineffective collaboration and poor operational performance. Originality/value — Addresses a previously neglected area of research and provides insights into the management of IRJV. Examines the relevance of key theoretical perspectives in relation to the problems encountered in IRJV activity. [ABSTRACT FROM AUTHOR]

Purpose - The internationalisation of large multinational retailers is well documented and much research attention has been given to their motives and strategies for expansion. Yet, no research in this field has specifically addressed the internationalisation of small- to medium-sized companies (SMEs) operating in the retail industry. The theoretical insights from the literature revealed important gaps in extant research, which relate to the barriers, stimulants, drivers, facilitators, process, and market entry strategy of retail SME internationalisation. Design/methodology/approach - This paper aims to fill these gaps. Since the intention of this study was not to describe, but rather to build theory from an unexplored area of research, an in-depth case approach was deemed most appropriate. Therefore, the paper presents the findings from a number of case studies of SME retail internationalisation operating from the UK. Findings - Key findings from this study not only confirm that smaller British retailers have both the potential and capability to enter international markets successfully, but provides initial insights into how they overcome the constraints of size and establish an international market strategy. The findings from this study also offer insights into the SME sector of the retail industry in the UK in terms of their experience and adoption of government exporting programmes, and details the main implications for managers of small international firms. Originality/value - Although knowledge on SME retailer internationalisation, as it stands, is at a very early stage of development, this analysis of actual company activity in the UK retail industry provides important insights into a neglected area of international retail study and should help to develop the body of knowledge on SME internationalisation in general. [ABSTRACT FROM AUTHOR]

This article re-examines the motives for retailer internationalisation with the aid of a survey of UK retailers with international retailing operations. The survey results are grouped according to the number of years companies have been operating in international markets. This facilitates a comparison of their views on internationalisation according to the different points in time that internationalisation is initiated and within the context of contrasting economic conditions. Overall, the survey results indicated that UK retailers remained strongly influenced by growth-oriented or proactive factors in their decision to internationalise. However, those retailers moving overseas for the first time, within the context of the rather severe operating conditions of the early 1990s, were in fact more likely to cite reactive factors as important influences. The article identifies a number of key issues for further research into the motives for retailer internationalisation and outlines the methodological implications. [ABSTRACT FROM AUTHOR]

Every Thursday people around the UK and many other parts of the world gather to say thank you to key workers who are leading the response to the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The author expresses his thoughts on the ability of nurses to reflect on their practice. He mentions revalidation that was introduced by the Nursing and Midwifery Council in 2016 in response to public and professional concern on care failures. The expert nurse is said to be created through a person's willingness to reflect and learn from their practice, according to author Patricia Benner. Reflection is considered a tool in guiding nurses to develop their future as a profession.

The author reflects on the need for true leadership in the nursing profession in Great Britain. Topics include nurse Yvonne Manson as the winner of the 2018 journal's Nurse Awards, the passion for nursing care and leadership shown by nursing students in the country, as well as the need for government officials and healthcare professionals like nurses and midwives to listen to the pleas of citizens for the provision of good healthcare.

The author discusses the House of Commons health committee report on the commitment of the nursing workforce to arrive early for work and leave late. Topics mentioned include the working conditions cited by 40 percent of nurses as reasons for leaving the profession, opportunity to support nurses through commitment to their professional development, and engagement with apprenticeships and nurse associates.

The article offers information on the RCNi Nurse Awards by the "Nursing Management" journal for 2018.

An introduction is presented in which the editor discusses reports within the issue on topics including the importance of strong leadership at ward level, the inadequate senior nursing leadership representation among black, Asian and minority ethnic (BAME) staff, and the need to support this group.

The reality of death and dying is a central facet of life, often surrounded by feelings of sadness, fear and uncertainty. Nurses have an essential role in caring for people who are approaching the end of life and their families, while being mindful of the current demands and challenges in health and social care services. In this article, the author suggests that being more open to the reality of death as part of life may assist nurses in being more attuned to the personal needs of those who are dying. The article emphasises the importance of considering each person's symptoms and concerns through the lens of compassion to address pain, fear and distress. While the focus is on caring for people who are approaching the end of life, the author asserts that there is much that nurses can learn from those they care for about the beauty of life and the naturalness of death., Competing Interests: None declared, (© 2024 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)