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A qualitative study investigating the experiences and effects on practice of Eritrean healthcare professionals studying for a postgraduate degree by distance learning is reported. The programme is delivered via online learning together with in-country teaching visits. Two focus group discussions with 19 postgraduate students were conducted. Online learning is challenging due to intermittent connectivity and power cuts, but students have developed their own solutions to overcoming these difficulties. Thematic analysis generated four themes. Students who are embedded within the Eritrean context are experiencing a process of self-development, both academic and personal. This self-growth is facilitating the development of resilience and confidence building, enabling students to have a positive influence on health service provision, thus impacting on the Eritrean context. Students are developing life-long skills that will support the continuing development of healthcare systems in Eritrea long after they have completed their distance learning programme.

The special issue of the British Educational Research Journal (BERJ) celebrates the journal's outputs from 2005 to 2014, focusing on compulsory education, higher education massification, and societal shifts. The period saw global economic impacts, growth in developing countries, and societal changes like the legalization of same-sex marriage. Articles in the collection explore discrimination, inclusion, inequalities, and pedagogy, reflecting the diverse and rigorous research conducted during this decade. The selection process prioritized articles with high citations, relevance to current educational issues, and a mix of topics and approaches to showcase excellence in educational research. [Extracted from the article]

The International Journal of Practice-based Learning in Health & Social Care is celebrating its 10th anniversary and has become a well-known and respected publication in the field. In an interview with the founding editors, they discuss the origins of the journal and its impact on sharing approaches to practice-based learning. The journal remains committed to being open access and free to publish, and it welcomes articles from authors of diverse backgrounds and experiences. The editors hope to see more innovative articles in the future, focusing on cost-benefit analysis and perspectives from different countries. The journal recognizes the importance of reviewers and looks forward to showcasing groundbreaking practices in the next decade. [Extracted from the article]

The International Journal of Practice-based Learning in Health & Social Care is celebrating its 10th anniversary with a special issue that reflects on the past decade of the journal's contributions to the evidence base. The issue includes 10 selected articles that cover a diverse range of topics, professional backgrounds, geographies, and research approaches. The articles address important issues such as interprofessional education, student failure, accessing personal therapy during training, simulated learning, expanding placement capacity, threshold concepts in healthcare disciplines, clinical academic careers for nursing and allied health professionals, and the meaning of professionalism for occupational therapy and physical therapy students. The journal's founding members also provide insights into the journal's beginnings and its contributions to practice-based learning. The given text discusses two articles published in the International Journal of Practice-based Learning in Health and Social Care. The first article by Johnson et al. explores a student-led approach to screening speech pathology students for communication skills support needs. The second article by Johnston et al. examines the impacts of reflective debriefing for care home staff through online conversations. Both articles contribute to the understanding of practice-based learning and highlight the importance of communication skills and support in healthcare education. The text also provides references to other relevant articles in the field. [Extracted from the article]

This analysis provides a reflective account of leadership by two associate deans in a higher education institution (HEI) during the first wave of Covid-19. It could be argued that adaptable academic leadership has never been more critical than during the global pandemic when major transformations were needed, not just in how higher education (HE) is delivered, but in how staff work and interact. Literature associated with change identifies the significance of context and leadership. Understanding supportive leadership practices that enabled successful change during this time has the potential to influence future leadership. It will also inform ambitions to innovate and enhance remote and blended learning. The transition to remote and blended learning through the pandemic continues to be important and complex work, aiming to support positive student experiences and learning. Using Complexity Leadership Theory (CLT) (Uhl-Bien & Arena, 2017) as a reflective tool, this analysis considers this transition. CLT allows for exploration within a richly interconnected system that requires continual and flexible changes and adaptations, such as an HE institution. CLT proposes that innovative responses emerge from the tensions between entrepreneurial thinking and operational practice within an enabling environment. The authors draw from a series of reflective artefacts to deepen understanding of how their academic leadership practices adapted during the time of a major system shock. These artefacts informed the analysis and included recorded conversations between the authors (March - November 2020), focusing on the experiences and sense-making of leadership and changes in learning and teaching in one HEI. More specifically, the contribution of CLT is explored, proposing the value of this lens in illuminating not just what happened but also how leaders enacted change. The findings offer new perspectives on enabling innovation, leadership, and the implications beyond this crisis. [ABSTRACT FROM AUTHOR]

Spiritual Care is everybody's business (SEHD, 2002, SGHD, 2008), presenting many challenges as we go about our daily work; therefore education is important in helping us prepare to meet such challenges. A small e- learning unit (GLIDER™) aimed at all healthcare workers who have contact with patients and their families was developed in partnership with the University of Dundee and NHS Tayside, supported by NHS Greater Glasgow and Clyde, funded by NHS Education Scotland. Common themes of change were noted in participants including them becoming more focussed in their thinking, more aware of the needs of their colleagues and considerate to the place of faith as appropriate to the individual. The GLIDER™ is now a compulsory part of the undergraduate nursing programme at the University of Dundee whilst currently being considered for inclusion in both the medical and dental school undergraduate programmes as part of the university's commitment to interprofessional learning. [ABSTRACT FROM AUTHOR]