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As exhibitions of undergarments often focus on the unusual ways in which women's bodies are shaped by the foundations of fashion, many visitors to London's Victoria and Albert (V&A) Museum [...]

Last year, to mark the 70th anniversary of the end of World War II in 1945, the Imperial War Museum (IWM) in London ran a fashion exhibition. At first glance, [...]

Enhancing student performance in the first year and increasing retention rates have become important priorities for universities, resulting in a focus on support, especially for students deemed "at risk". Research suggests the importance of entry pathways into university and academic literacy for successful progression. However, there is little research on the relationship between academic literacy levels and students' self-evaluation of their written communication skills. The current study, using a first-year cohort in undergraduate pharmacy, investigated the relationship between students' academic literacy skills, their previous writing experiences and their self-evaluations of their own literacy. As well as confirming the relationship between entry pathways and literacy performance, this study found length of text written before students entered the University of Sydney to be a salient variable. Students also were more realistic when evaluating specific literacy skills than when providing a more general evaluation of their written communication skills, which has implications for their preparedness to access available support. (Contains 6 tables.)

Linear measurement is more than just learning how to use a ruler. In the early grades, measurement activities develop students' understanding of the properties of objects as well as what it means to measure objects. Hands-on activities can enable students to explore such measurable properties as height and length, and direct comparisons of various objects provide opportunities for students to gain a conceptual foundation of measurement before using standardized tools such as rulers and metersticks. In this article, the authors present several activities that develop measurement skills in young learners, particularly in first and second grades. Students complete the activities individually but collaborate with peers as they discuss their experiences and observations together. (Contains 1 resource.)

Introduction: Debriefings give healthcare workers voice through the opportunity to discuss unanticipated or difficult events and recommend changes. The typical goal of routine debriefings has been to improve clinical outcomes by learning through discussion and reflection of events and then transferring that learning into clinical practice. However, little research has investigated the effects of debriefings on the emotional experiences and well-being of healthcare workers. There is some evidence that debriefings are a multi-faceted and cost-effective intervention for minimising negative health outcomes, but their use is inconsistent and they are infrequently adopted with the specific intention of giving healthcare workers a voice. The purpose of this systematic scoping review is therefore to assess the scope of existing evidence on debriefing practices for the well-being and emotional outcomes of healthcare workers. Methods: Following screening, 184 papers were synthesised through keyword mapping and exploratory trend identification. Results: The body of evidence reviewed were clustered geographically, but diverse on many other criteria of interest including the types of evidence produced, debriefing models and practices, and outcomes captured. Discussion: The current review provides a clear map of our existing understanding and highlights the need for more systematic, collaborative and rigorous bodies of evidence to determine the potential of debriefing to support the emotional outcomes of those working within healthcare. [ABSTRACT FROM AUTHOR]

Describes a nursing module on caring for older adults, intended to develop critical thinking and clinical skills through problem-based learning and portfolio assessment of clinical practice. (Contains 40 references.) (SK)

A majority (55 of 94) of nursing students perceived the value of having one nurse educator supervise them in college and in clinical placements. This group rated their practice placement supervision much lower than did students who did not see the benefits of a single teacher as supervisor. (SK)