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The Incubator for Clinical Education Research (ClinEdR) is a UK‐wide network, established with support from the National Institute for Health and Care Research (NIHR), to lead initiatives to build capacity in the field. Our lived experiences as members of the NIHR ClinEdR Incubator and wider literature are woven into this 'How to ...' paper, which outlines what to consider as you seek to grow and develop a ClinEdR team. This paper sets out pragmatic steps to grow an effective ClinEdR team that has a wider impact and mutual benefits for its members and their institution(s). Growing a ClinEdR team requires more than a dynamic character to bring people together. In our view, you can grow a ClinEdR team with other people through a structured, well‐thought‐out approach, in which its members develop through collaborative work to achieve a shared objective. [ABSTRACT FROM AUTHOR]

Interprofessional teamwork between healthcare professionals is integral to the delivery of safe high-quality patient care in all settings. Recent reforms of medical education curricula incorporate specific educational opportunities that aim to foster successful interprofessional collaboration and teamwork. The aim of this study was to explore the impact of curriculum reform on medical students' perceptions of their interactions and team-working with nurses. We gathered data from 12 semi-structured individual narrative interviews with a purposive sample of male (n = 6) and female (n = 6) medical students from fourth year (n = 6 following an integrated curriculum) and fifth year (n = 6 following a traditional curriculum). Data were subject to narrative analysis which was undertaken using NVivo software. Overall, there was no notable difference in the responses of the participants on the traditional and integrated curricula about their interactions and team work with nurses. However, the introduction of an integrated medical curriculum was viewed positively but a lack of interprofessional education with nursing students, removal of a nursing placement and shorter clinical placements were perceived as lost opportunities for the development of educationally beneficial relationships. The participants reported that nurses play a number of roles in clinical practice which underpin patient safety including being medical educators who provide a valuable source of support for medical students. The participants highlighted different factors that could hinder or foster effective working relationships such as a lack of understanding of nurses' different professional roles and mutual respect. Medical education needs to provide students with more structured opportunities to work with and learn from nurses in clinical practice. Further research could explore how to foster positive relationships between medical students and nurses.

Clinical education research (ClinEdR) is a growing field that aims to ensure the way healthcare professionals are taught and learn is evidence‐based. There is growing interest in how this evidence is generated in a robust, timely and cost‐effective fashion. In this 'How to ...' paper, we draw on relevant literature and our own experiences to offer suggestions on how novice researchers can navigate entry into the field of ClinEdR. We summarise key resources for those at the earliest stages of their interest in ClinEdR and scholarship and provide personal experiences of networking, collaborating and balancing research with a clinical or teaching role. This paper will be of interest to those at any stage in their clinical career with little to no experience of ClinEdR, but the enthusiasm to get started. [ABSTRACT FROM AUTHOR]

The Incubator for Clinical Education Research (ClinEdR) is a UK‐wide network, established with support from the National Institute for Health Research, to lead initiatives to build capacity in the field. A key barrier identified by this group is that many experienced educators, clinicians, and researchers, who may be committed to supporting others, have little guidance on how best to do this. In this "How to ..." paper, we draw on relevant literature and our individual and collective experiences as members of the National Institute for Health Research ClinEdR incubator to offer suggestions on how educators can support others to develop successful careers involving ClinEdR. This article offers guidance and inspiration for all professionals whose role involves research and scholarship and who encounter aspiring or developing clinical education researchers in the course of their work. It will also be of interest to researchers who are starting out and progressing in the field. [ABSTRACT FROM AUTHOR]

This document offers guidance on finding and applying for funding in the field of Clinical Education Research (ClinEdR). It emphasizes the importance of understanding one's motivations and abilities before pursuing funding opportunities and provides tips on researching and targeting relevant funders. The document includes a glossary of funding terminology and insights into what funders typically look for in a proposal. It also highlights the importance of involving patient and public representatives in research projects and provides advice on disseminating findings and dealing with unsuccessful funding bids. [Extracted from the article]

Context: Gender‐related inequality and disparity hinders efforts to develop a medical workforce that facilitates universal access to safe, just and equitable health care. Little is known about how medical students perceive the impact of their gender on their learning in clinical practice. Our aim in this study was to address this gap, establishing students' perceptions of the impact of their gender on learning in the clinical context as part of the wider medical education community of practice. Methods: We undertook a qualitative study that simultaneously gathered data through narrative individual interviews and online case reports from male and female students (n = 31) from different academic cohorts with prior experience of clinical practice in a Russell Group University medical school in the UK. Interviews were transcribed and analysed thematically alongside case report data. Results and discussion: The participants revealed that there was a culture in clinical practice where their gender influenced how they were taught and supported by senior medical and surgical colleagues. Gender was also said to determine the clinical learning opportunities afforded to students, especially with regards to the care of patients of a different gender. The mentorship and support for learning provided to students in clinical practice was also said to be influenced by the medical student's gender. Conclusion: Our findings suggest that students undergo a gendered clinical apprenticeship within what are in effect gendered communities of practice with some distinct features. These findings underscore the imperative for further work to establish how medical students of all genders can be supported to fulfil their potential in clinical practice. Exploring issues of gender, the authors report that medical students perceive clinical training to take place within gendered communities of practice that influence their experience learning in workplace environments. [ABSTRACT FROM AUTHOR]

Aim: This paper explores wound care for people living with mental health difficulties from a nursing perspective and considers what can be done to improve it. Objective: To analyze policy and practice relating to wound care for people experiencing mental ill health using the ideas of 'wicked problems' and 'problems of many hands' Methods: Policy and practice analysis informed by theory. Results: Recent UK policy is to ensure parity of esteem so that people with mental ill-health receive the same quality of care as those with physical ill-health. However, the provision of physical care to people experiencing mental ill health, including the provision of wound care, constitutes a 'problem of many hands' arising in the context of the mental health system being a complex one replete with wicked problems. Wicked problems are resistant to solutions and problems of many hands are complex and multifaceted, and involve the interplay of different actors. Addressing problems of many hands in this context requires systems thinking and solutions enabling different people to work collaboratively. Conclusions: The wound care of people experiencing mental ill health has been largely overlooked, as it transcends the domains of mental health and tissue viability policy and practice. A strong system level approach is needed to improve care, characterized by closer interprofessional teamworking. The wound care of people experiencing mental ill-health is largely overlooked. People with mental illness receive their wound care from tissue viability nurses. Wound care can be conceptualized as a 'problem of many hands'. System level policies are needed to improve this aspect of health care. [ABSTRACT FROM AUTHOR]

Poorly designed wound trials that generate knowledge that does not inform clinical practice constitute an example of research waste that undermines evidence-based healthcare. Well-designed trials that generate clinically relevant and robust knowledge are integral to improving health nationwide and achieving universal health coverage. This paper critically analyses the existing challenges associated with improving trials as well as how these challenges can be overcome through a research community of practice, such as the Wounds Research Network (WReN). Although a wide range of people have a stake in improving wound trials, they often belong to different social or professional groups that can make collaborative work challenging. In the UK, WReN demonstrates how a unifying national research community of practice can help people work together to design and conduct studies that generate knowledge that may help improve patient care. Key Message * Communities of practice such as the WReN are a useful resource for improving wound trials to generate knowledge that informs clinical practice and contributes to the establishment of universal health coverage. [ABSTRACT FROM AUTHOR]

Good primary care improves the health and wealth of nations, as it is the context in which the majority of health care is delivered. Improving the quality of palliative care and reducing adverse patient-related events are priority areas for improvement in primary care. One aspect that community nurses can improve is the quality of end-of-life skin care. Given that the main objective of all end-of-life care is to facilitate a comfortable and dignified death for the patient in line with their wishes, it is important for nurses in primary care to be aware of what they can do to ensure the consistent delivery of safe end-of-life skin care. This paper highlights key elements of end-of-life skin care that should be considered by community nurses in their efforts to improve the prevention of pressure ulcers in primary care. [ABSTRACT FROM AUTHOR]

The article presents question and answers related to prevention of pressure ulcers which includes insufficient attention paid to the patients with early stage of pressure ulcers; emphasis on investigating pressure ulcer formation; and new developments in the treatment of pressure ulcers.