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This article builds on the work of EDUsummIT2019's thematic working group 2 (TWG2) focus on "Learning as Learning Leaders: How does leadership for learning emerge beyond the traditional teaching models?" Using the well-established theoretical frameworks of Entwistle (1987) and Shulman (1987) the most significant influences on how learning leaders need to adjust to accommodate the dramatic increase in remote online learning are identified. The major influences include learners' previous knowledge, self-confidence, abilities and motives, and changes between learning initiated by teachers and that by learners. COVID-19 has caused a massive upskilling of people in all facets of society from children to grandparents, from media to consumers, and from policy makers to practitioners. None of the alignments nor factors identified in this article are static and learning leaders need to perpetually reconsider the factors identified to achieve successful learning outcomes. The ongoing challenges for educators in this changing world are in a permanent state of flux with an increasing IT literate society across all formal and informal sectors of education.

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]

Why you should read this article: • To enhance your understanding of how bullying undermines individual nurses and the nursing profession • To recognise that nurse leaders are not immune from being bullied, whether by peers or by people in more junior or more senior positions • To find practical advice on how to manage being bullied as a nurse leader. Rationale and key points: Bullying has existed in health and social care organisations for many years. Although researchers have examined the effects of bullying on nurses and nursing students, there has been too little focus on bullying behaviours inflicted directly or indirectly on nurse leaders and managers. This article provides concise and practical guidance for nurses in leadership or management roles on how to identify and manage bullying behaviours directed at themselves. • Overt or covert bullying in nursing can happen at every level of the organisation. • Bullying negatively affects practice, teamwork, staff morale and patient care. • Identifying bullying is the first step in addressing unacceptable behaviours. • Admitting that you may be being bullied and seeking support to manage bullying is a hallmark of an effective nurse leader. Reflective activity: ‘How to’ articles can help to update your practice and ensure it remains evidence-based. Apply this article to your practice. Reflect on and write a short account of: • How this article might improve your practice when managing being bullied as a nurse leader. • How you could use this information to educate your peers about managing being bullied as a nurse leader. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your awareness of the communication and information needs of older people with cancer • To recognise that many older people with cancer want to be involved in decision-making about treatment • To acknowledge the benefits of a clinical nurse specialist acting as the main contact within the team. Older people with cancer often have a varying range of specific but fluctuating physical, psychological, emotional, social, economic and spiritual needs. To be able to participate in decision-making, they need optimal communication with healthcare professionals and accurate information from them. A systematic review of the literature explored the communication and information needs of older people with cancer. It appeared that these needs are not always addressed and that older people’s priorities are not always recognised. Barriers to addressing older people’s information and communication needs included personality traits and age-related functional decline, the effects of cancer on the person, a lack of time on the part of healthcare professionals and the absence of a main contact within the healthcare team. To meet the communication and information needs of older people with cancer it is crucial to adopt a person-centred approach. [ABSTRACT FROM AUTHOR]

This paper builds on work undertaken over a number of years by a group of international researchers with an interest in the potential of connecting academic and everyday practices and knowledge. Drawing extensively on literature and our own work, we first discuss the challenges around defining informal learning, concluding that learning is multidimensional and has varying combinations of formal and informal attributes. We then highlight the potential of technology for integrating formal and informal learning attributes and briefly provide some exemplars of good practice. We then discuss in depth the challenges and issues of this approach to supporting learning from the perspective of pedagogy, research, policy and technology. We also provide some recommendations of how these issues may be addressed. We argue that for the learner, integration of formal and informal learning attributes should be an empowering process, enabling the learner to be self-directed, creative and innovative, taking learning to a deeper level. Given the complexity of the learning ecosystem, this demands support from the teacher but also awareness and understanding from others such as parents, family, friends and community members. We present a conceptual model of such an ecosystem to help develop further discussions within and between communities of researchers, policy makers and practitioners.

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.