Nurse Education in Practice RSS feed: Articles in Press. 4th International Nurse Education Conference will take place at the Renaissance Baltimore Harborplace Hotel, Baltimore, USA • 17-20 June 2012 • visit www.netnep-conference.elsevier.com for forthcoming details and further information. Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments, that is both in the University/faculty and clinical settings. It is supportive of new authors and is at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice. Nursing is a discipline that is grounded in its practice origins - nurse educators utilise research-based evidence to promote good practice in education in all its fields. A strength of this journal is that it seeks to promote the development of a body of evidence to underpin the foundation of nurse education practice, as well as promoting and publishing education focused papers from other health care professions which have the same underpinning philosophy. Case studies and innovative developments that demonstrate how nursing and health care educators teach and facilitate learning, together with reflection and action that seeks to transform their professional practice will be promoted. The opportunity to stimulate debate is encouraged as is the promotion of evidence-based nursing education internationally. Submit your paper online at http://ees.elsevier.com/nep To order this journal online, visit http://intl.elsevierhealth.com/journals/nepr http://www.nurseeducationinpractice.com//inpress?rss=yesElsevier Inc.en © 2012 Elsevier Ltd. All rights reserved. Nurse Education in Practice1471-59532012-02-03 © 2012 Elsevier Ltd. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000194/abstract?rss=yesIt was delightful to review this book as it is a comprehensive text primarily aimed at facilitating nurses’ knowledge and skills towards developing strategies to coach oneself to be resilient; and become empowered. In the first chapter, the authors provide the theoretical basis of resilience, identifying key characteristics of the concept such as optimism, altruism, cognitive flexibility and using a sense of humor. The authors are quick to highlight that these characteristics can be learned or developed with ease. To demonstrate and role model the importance of resilience in nursing, the authors share the stories of some well-known figures, such as Florence Nightingale, Mary Seacole, and Viktor Frankl who overcame difficulties, through resilience, and serve role models to the profession as a whole.Corrected ProofShu-Yueh Chen10.1016/j.nepr.2012.01.017Nurse Education in Practice (2012)2012-02-03Nurse Education in Practice2012-02-03BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000030/abstract?rss=yesThe first thing to say about this text is that, unusually, it is exactly what it says on the cover, a compact clinical guide. This in itself is a strength of this very good text. Healthcare is a very busy environment and rarely do nurses have the spare time to read though reams of information to assist them in practice.Corrected ProofPaul P. Corrigan10.1016/j.nepr.2012.01.001Nurse Education in Practice (2012)2012-01-30Nurse Education in Practice2012-01-30BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000145/abstract?rss=yesActive learning is loosely described as any learning that takes place outside a formal classroom so this little book could be a helpful resource for nursing students to keep on their bookshelves. The text is designed to be used as a revision aid that is a supplement to a main physiology text, but would also be useful for qualified nurses who need a quick and easily accessible ‘refresher’. The book is divided into chapters, each of which focuses on a foundation aspect of physiology or a body system. Included in each chapter is a brief introduction that outlines why learning and understanding the topic is important for nurses and a helpful box that identifies some useful resources for students to refer to although the authors also clearly state that the book should not replace core reading.Corrected ProofLaura Ginesi10.1016/j.nepr.2012.01.012Nurse Education in Practice (2012)2012-01-30Nurse Education in Practice2012-01-30BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000170/abstract?rss=yesCaring for older persons requires nurses who possess a specific knowledge base, an appreciation of the individuality of each older person and creativity in the application of knowledge in practice. To support the development of such nurses, diverse learning approaches are required to engage and motivate learners. Whether you are a student or already in practice, case studies, which emphasise active learner involvement, are a particularly valuable component of learning. However, to date there has been a void in the availability of a gerontological nursing text of this kind. This edited book, which presents 100 case studies for gerontological nursing, is consequently a very welcome addition to the field.Corrected ProofLouise Daly10.1016/j.nepr.2012.01.015Nurse Education in Practice (2012)2012-01-30Nurse Education in Practice2012-01-30BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000236/abstract?rss=yesThere is no doubt that family violence is a worldwide problem. Nurses and Midwives are key players in the prevention, detection and management of individuals affected by violence due to the nature of their contact with victims either in the community or in the healthcare setting (). Family Violence and Nursing Practice is an edited book which serves dual purposes. One of its purposes is to provide a background understanding of the diverse theoretical perspectives and underpinning theories surrounding the topic of family violence. Its other purpose is to provide practicing nurses and midwives with a resource to recognize, respond to and refer those who are experiencing abuse appropriately.Corrected ProofMelissa Corbally10.1016/j.nepr.2012.01.021Nurse Education in Practice (2012)2012-01-30Nurse Education in Practice2012-01-30BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000078/abstract?rss=yesAbstract: Baccalaureate nursing students often experience high levels of stress during training that may result in psychological or emotional impairment during their professional life ultimately affecting the quality of patient care they provide. Clinical instructors provide the needed support and guidance for students to relieve stress and promote a positive clinical experience. The aim of this study was to identify the level and types of stress perceived by baccalaureate nursing students in Jordan in their initial period of clinical practice and to identify the coping strategies that students used to relieve their stress. This descriptive cross-sectional study was conducted with 181 nursing students’ representative of second year undergraduate students from two universities in Jordan. Proportions and t-tests were used to analyze the data. The results showed that the source of stress for these students came mainly from assignment work and the clinical environment. The most common coping strategy used by students was problem-solving behaviour followed by staying optimistic and transference attention from the stressful situation to other things while avoidance was the least frequent used.Undergraduate nursing students’ stress sources and coping behaviours during their initial period of clinical training: A Jordanian perspective - Corrected ProofInsaf A. Shaban, Wejdan A. Khater, Laila M. Akhu-Zaheya10.1016/j.nepr.2012.01.005Nurse Education in Practice (2012)2012-01-27Nurse Education in Practice2012-01-27http://www.nurseeducationinpractice.com/article/PIIS1471595312000121/abstract?rss=yesThis book is carefully crafted to provide an accessible guide for students studying health and social care. As the title suggests, the emphasis is on providing students with a clear, practical guide to develop care plans, explaining both their purpose and their importance. It clarifies the process of care planning and demonstrates that a care plan done well is a vital contributor to the service that health and social care professionals give users.Corrected ProofSusan Hughes10.1016/j.nepr.2012.01.010Nurse Education in Practice (2012)2012-01-27Nurse Education in Practice2012-01-27BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000042/abstract?rss=yesThe Synergy Model for Patient Care was developed in the 1990’s by and for critical care nurses, but its extensive application as described in this clearly written book speaks to the practical impact of this model even while its empirical validation is still in progress.Corrected ProofMary Tod Gray10.1016/j.nepr.2012.01.002Nurse Education in Practice (2012)2012-01-25Nurse Education in Practice2012-01-25BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000054/abstract?rss=yesAbstract: The aim of this exploratory study was to describe and compare student nurses (n=142), staff nurses (n=54) and nurse tutors (n=8) perceptions of the clinical learning environment (CLE), and to identify factors that enhanced or inhibited student learning. The setting was a private hospital in Penang, Malaysia. Data were collected using a structured, self-administered questionnaire that consisted of six a priori subscales. Principal component analysis supported a six factor solution and a reduction in the number of items from 44 to 34. Participants’ overall perception of the CLE was positive, though there were significant differences in 5 of the 6 subscales between the three groups. For students and their tutors, the most positive component of the CLE was ‘supervision by clinical instructors’. Staff nurses reported more favourably on the learner friendliness of the CLE than did students or tutors. Factors that enhanced student learning included students’ and staff nurses’ attitude towards student learning, variety of clinical opportunities, sufficient equipment, and adequate time to perform procedures. Factors that hindered student learning were: overload of students in the clinical unit, busy wards, and students being treated as workers.Student, tutor and staff nurse perceptions of the clinical learning environment - Corrected ProofOoi Loo Chuan, Tony Barnett10.1016/j.nepr.2012.01.003Nurse Education in Practice (2012)2012-01-25Nurse Education in Practice2012-01-25http://www.nurseeducationinpractice.com/article/PIIS1471595312000108/abstract?rss=yesThe three authors of this guide: Billie Wilson, Margaret Shannon and Kelly Shields have an extensive background in natural and physical sciences; biology; pharmacy; teaching; writing and nursing and are thus well placed to write on this topic. Although not explicit in the library data within the publication it appears to be a 2nd edition of the previous 2009–2010 edition.Corrected ProofCarolyn McLean10.1016/j.nepr.2012.01.008Nurse Education in Practice (2012)2012-01-25Nurse Education in Practice2012-01-25BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS147159531200011X/abstract?rss=yesUnderstanding Nursing Research helps readers to comprehend published research step-by-step, by putting forward a practical way of coming back to basics. The book brings into sharper focus research examples that help readers better understand the concepts covered in the text. With clarity and readability it focuses on evidence-based practice to better demonstrate how the steps of the research process relate to evidence-based nursing.Corrected ProofTheodora G. Stroubouki10.1016/j.nepr.2012.01.009Nurse Education in Practice (2012)2012-01-25Nurse Education in Practice2012-01-25BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000029/abstract?rss=yesAbstract: The quality of practice placements is important in the development of competent and confident professional nurses. In placements, students develop and master the attributes of professional caring, situational knowledge, competence and clinical skills through experiencing nursing in the real world. Student’s experience of their placements can be mixed with some students having both positive and negative experiences. This paper reports a survey evaluating undergraduate nursing students’ experience of their practice placements in one higher education institution (HEI) in Wales, United Kingdom (UK), with a focus on their perceptions of community placements.440 usable responses were obtained from a possible 455 student evaluations (97%). Students were more likely to express a positive view of district nursing, intensive care, high dependency and cardiology placements, whilst evaluating health visiting and older adult placements less positively. This is discussed by suggesting that those placements perceived as more popular offer students a closer relationship with their mentors together with a positive acculturation into the community of nursing and the opportunity to practice and master clinical skills. Students’ preference for district nursing rather than health visiting suggests the timing, type and preparation of students for community placements should be reviewed further.Nursing students’ experiences and preferences regarding hospital and community placements - Corrected ProofFiona Murphy, Megan Rosser, Roz Bevan, Gwyneth Warner, Sue Jordan10.1016/j.nepr.2011.12.007Nurse Education in Practice (2012)2012-01-24Nurse Education in Practice2012-01-24http://www.nurseeducationinpractice.com/article/PIIS1471595311001879/abstract?rss=yesAbstract: Globally there is a plethora of literature surrounding patients’ privacy, dignity and respect, consequently highlighting the need for healthcare professionals to ensure such basic human rights are upheld when delivering care. For qualified practitioners this is further emphasised through the professional bodies and their varying codes of practice. To ensure privacy, dignity and respect move from rhetoric to reality in professional practice many pre-registration programmes promote service user involvement. Evidence suggests that involving service users in the delivery of educational programmes by directly telling their own stories enhances patient centred care. However given a number of recent patient surveys and/or audits reporting the lack of privacy, dignity and respect in health and social care settings there seems to be a growing need to reaffirm practitioners’ knowledge, skills and values once qualified and practising in healthcare organisations. This paper reports on a project in a UK NHS Mental health Trust where service users, in collaboration with Trust staff, planned and delivered a series of privacy and dignity workshops to healthcare practitioners with the aim of improving the patient experience. Although the project took place within a Mental Health Trust the issues of privacy, dignity and respect apply to all healthcare sectors.A dignified approach to improving the patient experience: Promoting privacy, dignity and respect through collaborative training - Corrected ProofAngelina Chadwick10.1016/j.nepr.2011.12.006Nurse Education in Practice (2012)2012-01-16Nurse Education in Practice2012-01-16http://www.nurseeducationinpractice.com/article/PIIS1471595311001855/abstract?rss=yesAbstract: The rising number of international students studying outside their own country poses challenges for nursing education. Numbers are predicted to grow and economic factors are placing increasing pressure on tertiary institutions to accept these students. In adapting to a foreign learning environment international students must not only adapt to the academic culture but also to the social cultural context. The most significant acculturation issues for students are English as a second language, differences in education pedagogy and social integration and connectedness. Students studying in New Zealand need to work with Māori, the indigenous people, and assimilate and practice the unique aspects of cultural safety, which has evolved in nursing as part of the response to the principles underpinning the Treaty of Waitangi. The Hand Model offers the potential to support international nursing students in a culturally safe manner across all aspects of acculturation including those aspects of cultural safety unique to New Zealand. The model was originally developed by Lou Jurlina, a nursing teacher, to assist her to teach cultural safety and support her students in practising cultural safety in nursing. The thumb, represents ‘awareness’, with the other four digits signifying ‘connection’, ‘communication’, ‘negotiation’ and ‘advocacy’ respectively. Each digit is connected to the palm where the ultimate evaluation of The Hand Model in promoting cultural safety culminates in the clasping and shaking of hands: the moment of shared meaning. It promotes a sense of self worth and identity in students and a safe environment in which they can learn. © 2011 Nursing Praxis in New Zealand. This article was first published by Nursing Praxis in New Zealand: Mackay, B., Harding, T., Jurlina, L., Scobie, N., & Khan, R. (2011). Utilising the Hand Model to promote a culturally safe environment for international nursing students. Nursing Praxis in New Zealand, 27(1), 13–24.Utilising the Hand Model to promote a culturally safe environment for international nursing students - Corrected ProofBev Mackay, Thomas Harding, Lou Jurlina, Norma Scobie, Ruelle Khan10.1016/j.nepr.2011.12.004Nurse Education in Practice (2012)2012-01-09Nurse Education in Practice2012-01-09http://www.nurseeducationinpractice.com/article/PIIS1471595311001867/abstract?rss=yesAbstract: The last two decades have seen widespread changes in nursing education. The clinical environment remains important for the development of nursing students’ confidence in and fulfillment of intended learning outcomes. Preceptors and university teachers are an invaluable resource in preparing students for the reality of their professional roles. The current study examined Norwegian nursing students’ perceptions of preceptors’ and university teachers’ supervision. Participants were invited to complete a version of the Nursing Facilitator Clinical Questionnaire (NFCQ) after the completion of their latest clinical practice periods. Three hundred and eighty students representing all three years of education completed the questionnaire. Data were analyzed with descriptive and inferential statistics. It was found that students highly valued teachers’ and preceptors’ supervision, although teachers’ supervision was rated somewhat more highly. Fulfillment of learning outcomes for clinical practice was also rated highly, and the teachers’ supervision was estimated, to some extent, more highly than the preceptors’ supervision in this respect. The study underlines that, in addition to the estimation of satisfaction with supervision, it is important to relate supervision to the intended learning outcomes, which can be seen as a realization of that which students should know.Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice - Corrected ProofAnna Löfmark, Kari Thorkildsen, Maj-Britt Råholm, Gerd Karin Natvig10.1016/j.nepr.2011.12.005Nurse Education in Practice (2012)2012-01-06Nurse Education in Practice2012-01-06http://www.nurseeducationinpractice.com/article/PIIS1471595311001831/abstract?rss=yesInitially I was overwhelmed by this book and was unsure where to begin. It is huge, and the blurb on the back made me question how relevant this resource would be to the UK reader. In the US, the authors state that 85% of women in their care undergo electronic fetal monitoring (EFM). In the UK the numbers of women offered EFM is fewer. However, as I read the book I began to see its strengths. Firstly it is written by three women, all experienced and well educated obstetric nurses. Although the concept of obstetric nurses does not exist in the UK, the principles of caring for women undergoing fetal monitoring in labour, although provided by midwives, remain the same. It is the interpretation of the fetal heart rate patterns that is problematic.Corrected ProofS. Chenery-Morris10.1016/j.nepr.2011.12.002Nurse Education in Practice (2011)2011-12-21Nurse Education in Practice2011-12-21BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001843/abstract?rss=yesThere is no doubt that clinical judgement and decision-making is central to the conduct of nursing (). This book, designed particularly for undergraduate nursing students, is one of a series of books published by Learning Matters which is specifically tailored towards the Nursing and Midwifery Council’s (NMC) competency standards for pre-registration nursing education (). The format of the book is particularly engaging. At the beginning of each chapter the relevant domains of competence and NMC essential skills clusters are clearly stated, enabling the reader to make links between the relevance of what they are about to read to the realities of their day to day nursing practice. As an educator, I can envisage that this format would be advantageous for student nurses who often struggle with making sense of the links between theory and practice.Corrected ProofMelissa Corbally10.1016/j.nepr.2011.12.003Nurse Education in Practice (2011)2011-12-21Nurse Education in Practice2011-12-21BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS147159531100182X/abstract?rss=yesThis little book covers a range of issues including, personal and professional development, reflection and the value of a reflective friend, ethics and organisation in relation to the compilation of a portfolio. In addition it provides a rationale for the value of a portfolio in relation to career development. Written in an engaging conversational style, the authors captivate the reader with their enthusiasm and knowledge of their topic. The structure throughout the book is particularly attractive, with objectives and summary sections at the beginning and end of each chapter. The pause for thought sections and interactive tasks are challenging and illustrative scenarios help to consolidate learning points. References after each chapter are useful and the book also has an index.Corrected ProofMary McDaniel10.1016/j.nepr.2011.12.001Nurse Education in Practice (2011)2011-12-14Nurse Education in Practice2011-12-14BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001648/abstract?rss=yesAbstract: Within the United Kingdom, the Nursing and Midwifery Council (NMC) requires that Nurses and Midwives are of ‘good character’ at the point of registration. This paper sets out how good character has been conceptualised within one UK Higher Education Institution and presents a model of “Values Based Enquiry” which aims to develop the ‘character’ of students.The paper presents three qualities (“the heart”, “the nerve” and “the brain”) which represent ‘good character’ and which are believed to underpin values based Nursing or Midwifery practice. The development of these qualities is argued to be reliant upon helping students to develop intrinsic professional values of care and compassion.The role of these character qualities in nursing practice and education is outlined, as are the ways in which they have led to the development of a model for Values Based Enquiry. This model represents a vision of the nature of professional education which may be shared by staff and students, whilst offering a model for learning and teaching based upon recognised educational principles. An argument is advanced that the adoption of a Values Based Enquiry model may develop and nurture the habits of mind which are necessary for the development of ‘good character’.The yellow brick road: A values based curriculum model - Corrected ProofChristopher McLean10.1016/j.nepr.2011.11.002Nurse Education in Practice (2011)2011-12-12Nurse Education in Practice2011-12-12http://www.nurseeducationinpractice.com/article/PIIS1471595311001776/abstract?rss=yesAbstract: Much has been written on student attrition from healthcare programmes and we know that it is often multifactorial. However in order to reduce attrition we need to gain a greater understanding of how multiple factors impact upon and compound one another to prompt a student to decide to leave. The purpose of this study was to explore healthcare students’ experiences of university and the circumstances that initiated their decision to leave their programme. Sixteen students that had recently left healthcare programmes within the North West of England were interviewed by telephone, using a narrative prompt to facilitate them to tell their stories. All the students gave detailed narrative accounts that described their learning experiences, growing dissatisfaction and subsequent attrition. In the majority dissatisfaction and difficulties around clinical placements acted as a tipping point that precipitated departure.‘The placement was probably the tipping point’ – The narratives of recently discontinued students - Corrected ProofClaire Hamshire, Thomas G Willgoss, Christopher Wibberley10.1016/j.nepr.2011.11.004Nurse Education in Practice (2011)2011-12-12Nurse Education in Practice2011-12-12http://www.nurseeducationinpractice.com/article/PIIS147159531100179X/abstract?rss=yesWith growing recognition of the increasing numbers of persons with dementia, the need for skilled dementia care practitioners has never been more pressing. Recognition of the bio-psycho-social nature of this condition has led to the continuing development of evidence-based principles with which to inform the delivery of quality care to improve the well being of those who live with dementia. Drawing on many of these principles, the ‘Dementia Care Workbook’ centralises the building and maintenance of quality caring relationships between dementia care workers and those who live with dementia. Such relationships are conceptualized in terms of three elements “those of self (you the reader), the person with dementia, and the environment of care” (p. 1). Through their creative use of experiential learning techniques, underpinned by a person-centred philosophy, Moris and Moris (2010) have created a stimulating text that challenges us to explore dementia care in an engaged and multi-factorial way. An important attribute is the writers’ acknowledgement that practice environments can present unique challenges to those working within them. As such, there is an emphasis on promoting realistic person-centred approaches that are flexible enough to be adapted to a variety of contemporary practice contexts. This ensures that the workbook appeals to a variety of health and social care educationalists and those providing dementia care across the continuum of care.Corrected ProofLouise Daly10.1016/j.nepr.2011.11.006Nurse Education in Practice (2011)2011-12-05Nurse Education in Practice2011-12-05BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001806/abstract?rss=yesAn Illustrated Guide to Infection Control book is a very enjoyable read. It covers all infection prevention and control topics from healthcare associated infections to principles of standard precautions such as: hand hygiene; isolation; decontamination; management of linen; healthcare waste and disposal of sharps. The format of the book is clear, concise and very informative. It comprises seventeen chapters, in logical sequence with many graphs and tables to illustrate and support the author’s points. All chapters are either evidence based or provide useful additional resources or websites for the reader.Corrected ProofLenora Leonard10.1016/j.nepr.2011.11.007Nurse Education in Practice (2011)2011-12-05Nurse Education in Practice2011-12-05BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001818/abstract?rss=yesThis research methodology textbook as it is now in its third edition, which would indicate that it has enjoyed a fair amount of success. Having read it carefully, my view is that its greatest strength is its fundamental weakness! The text is very comprehensive and highly detailed which one would think was a virtue. However, conversely, the huge amount of detail at times causes confusion and for the novice researcher would be likely to produce a high degree of anxiety.Corrected ProofAlison M. Smith10.1016/j.nepr.2011.11.008Nurse Education in Practice (2011)2011-12-05Nurse Education in Practice2011-12-05BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001569/abstract?rss=yesAbstract: Systematic Review of Grading Practice: Is there evidence of grade inflation? This paper describes the outcomes of a systematic review of literature pertaining to the grading of practice within nursing, midwifery, medicine and allied health professions. From a total of 215 papers, 147 were included and data were extracted using a systematic data extraction tool. The focus of this paper relates to one of the emerging themes: the issue of grade inflation. The paper examines the grade inflation phenomenon: it discusses the reasons for grade inflation from a variety of perspectives. The paper reports on the suggestions made within the literature on how to control grade inflation, but these, the authors conclude, are not fully evaluated and should be adopted only where rigorous evaluation can carried out. It is imperative that evaluations include the usefulness, reliability and validity testing of rubrics or any other solutions to grade inflation that are adopted by clinicians and educators.Systematic review of grading practice: Is there evidence of grade inflation? - Corrected ProofJayne H. Donaldson, Morag Gray10.1016/j.nepr.2011.10.007Nurse Education in Practice (2011)2011-12-02Nurse Education in Practice2011-12-02http://www.nurseeducationinpractice.com/article/PIIS1471595311001788/abstract?rss=yesThis is the 8th edition of a well established textbook which explains a wide range of citation conventions, providing guidance and advice across a comprehensive array of traditional and contemporary sources for a broad audience. The book aims to assist readers in the development of lifelong academic skills in categorising sources of information to providing evidence to support academic argument and discussion spanning a breadth of academic levels from secondary school to postgraduate study.Corrected ProofSeán Welsh10.1016/j.nepr.2011.11.005Nurse Education in Practice (2011)2011-11-28Nurse Education in Practice2011-11-28BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001764/abstract?rss=yesI have found this book a delight to read. This book reflects the collective wealth of experience of the authors who have worked with students toward the practical application of nursing. This book introduces many unique features different from the usual nursing texts. In every chapter the authors invite the readers to undertake critical thinking and reflection activities for concepts discussed in each chapter. With these activities, the authors provide many useful information resources, which are important not only for students, but also for the new and inexperienced qualified nurses.Corrected ProofSotirios Plakas10.1016/j.nepr.2011.11.003Nurse Education in Practice (2011)2011-11-24Nurse Education in Practice2011-11-24BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001636/abstract?rss=yesAbstract: In the last few years the significance of life-long learning skills has been greatly realised with regard to adult learning, which is based on self-motivation, engagement in learning and making full use of a person’s resources. In this context, it is paramount that healthcare professionals take responsibility for their profession by being innovative, creative and flexible to change in order to facilitate the adaptation process and encourage responsiveness to change. The main principles can be summarized as lifelong learning, which are strictly linked to self-directed learning. The aims of this study were to describe (a) the self-directed learning competence of Nurses (Registered Nurse, RN) and Radiologist Technicians (RT); (b) the self-directed learning competence of RN and RT students before their graduation. A comparative cross-sectional study approach was adopted; a consecutive sample of RNs and RTs attending continuing education seminars, workshops and other initiatives from 2009 to 2010 were considered for this study. Moreover, all Nursing and Radiology Technicians students about to graduate in the same course and studying in the same region were included. The Self-Rating Scale of Self-Directed Learning (SRSSDL) was used to collect data for the purpose of the study. Eight hundred and forty-seven participants were involved (453 RNs, 141 RTs, 182 RN students and 68 RT students) who obtained an average SRSSDL score of 224.7 (±25.0). RNs and RTs got on average a medium-high score (229.1 ± 22.9 and 219.6 ± 29.2, respectively) and the majority of them (63.8–51.1%) reached a high level of self-directed learning. In order to promote tailored continuing education programs and interprofessional continuing education strategies, and identify the support to offer to healthcare workers according to their needs, educators should be aware of their self-directed learning skills. Therefore, individuals with high competence should adopt different strategies from those who have limited skills. Reflecting on self-directed learning competence of students before their graduation incorporates self-directed learning into the professional continuum and clarifies the University’s contribution in developing this important skill.Self-directed learning competence assessment within different healthcare professionals and amongst students in Italy - Corrected ProofLucia Cadorin, Nicoletta Suter, Angelo Dante, Swapna Naskar Williamson, Angie Devetti, Alvisa Palese10.1016/j.nepr.2011.10.013Nurse Education in Practice (2011)2011-11-23Nurse Education in Practice2011-11-23http://www.nurseeducationinpractice.com/article/PIIS1471595311001600/abstract?rss=yesAbstract: Despite recent proliferation of palliative care services for children, and the fact that the needs of these children and their families are enshrined in current policy directives, the challenges of providing education for nurses within this area of practice is largely underexplored. This paper examines some of the key issues facing nurse educators who are involved in the delivery of palliative care content in undergraduate children’s nursing programmes. Drawing on the extensive experiences of two nurse educators in children’s palliative care education, research and practice, key issues which should be considered by those involved in curriculum development and delivery will be outlined. Such issues include ambiguity in terminology and resultant lack of conceptual clarity, the limited evidence base to underpin practice and education, the complexities of teaching sensitive topics to large groups and limited teaching expertise to deliver the content. Suggestions for addressing such issues will be outlined.The experiences of providing children’s palliative care education in undergraduate nursing programmes – A discussion of some practical issues - Corrected ProofHonor Nicholl, Jayne Price10.1016/j.nepr.2011.10.011Nurse Education in Practice (2011)2011-11-21Nurse Education in Practice2011-11-21http://www.nurseeducationinpractice.com/article/PIIS1471595311001624/abstract?rss=yesAbstract: Mental health disorders represent a significant burden across all nations with the vast majority of people being undiagnosed and/or undertreated. There is an urgent need to address these mental health disparities and to implement strategies that will improve appropriate diagnosis and treatment at both the local and international level. Two solutions will be discussed in this paper. First, an integrated care model which has the potential to decrease fragmentation of care and barriers to appropriate treatment. Second, the training and education of nurses in basic mental health competencies. This paper argues that nurses are well positioned to help meet the growing need for mental health care in a variety of health care settings. This paper will describe an educational workshop that was part of a plan to incorporate mental health concepts across a Doctor of Nursing Practice curriculum. It is believed that the underlying concepts of this educational model are transferrable to other countries and can serve as a template for improving the ability to identify, treat, and manage mental health care.Promoting mental health concepts in a doctor of nursing practice curriculum: An integrated and global approach - Corrected ProofDiane Burgermeister, Andrea Kwasky, Carla Groh10.1016/j.nepr.2011.10.012Nurse Education in Practice (2011)2011-11-21Nurse Education in Practice2011-11-21http://www.nurseeducationinpractice.com/article/PIIS1471595311001508/abstract?rss=yesThis book has been designed to give those students wishing to pursue nursing as a career an insight into the world of nursing before they start the application process. It covers such issues as selection of candidates, good health and character and literacy and numeracy. This book will be particularly useful to students who are unsure of the entry criteria, but students must bear in mind each university will have a different access criteria and requirements. This book is not designed to be an advanced book to help students with such things as anatomy and physiology. Its aims are more to provide a general overview and give the reader a broad and general knowledge base on the fundamental basics of nursing practice to those considering taking up nursing as a career. As a newly qualified nurse I found certain sections were also relevant to qualified nurses due to the wide range of topics covered.Corrected ProofK. Rowan10.1016/j.nepr.2011.10.001Nurse Education in Practice (2011)2011-11-17Nurse Education in Practice2011-11-17BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001557/abstract?rss=yesAbstract: Employers increasingly require evidence of competent practice and cost-effective education that is fit for purpose. Historically, universities providing nurse education have been more concerned with the testing and grading of theory at undergraduate level which ultimately defines degree classification. This may be at the expense of recognising excellence in clinical practice which should be the ultimate goal of any nurse education programme.This paper reviews the development and introduction of an assessment tool to grade clinical competence in higher education level 6 post-registration critical care courses using a skills-based assessment strategy. The knowledge and practice components for each skill are defined within a standardised template. A number of skills pertinent to the area of practice and academic module are then collected in a skills inventory for assessment and grading which contribute to degree classification.The use of skills inventories to assess and grade practice: Part 1 – Design and implementation - Corrected ProofJane Lovegrove, Debbie Hatfield10.1016/j.nepr.2011.10.006Nurse Education in Practice (2011)2011-11-17Nurse Education in Practice2011-11-17http://www.nurseeducationinpractice.com/article/PIIS1471595311001594/abstract?rss=yesAbstract: Teaching students to develop high quality communication skills in healthcare education is vitally important if best practice is to be achieved. These skills have often been seen as challenging to successfully develop. Didactic approaches impart knowledge but not necessarily the opportunities to practice communication techniques. This paper shares the experiences of a group of University lecturers introducing the use of an experiential theatrical technique, forum theatre, to support students to develop their communication skills. Forum theatre aims to create a dynamic learning environment enabling students to try out different communication strategies within a safe setting. Academic staff perform short scripted scenes developed using their knowledge from practice along with the experience of carers and service users. The end result is always unsatisfactory for the service user. The scene is then re-run inviting the students to interact with the characters and to change the outcome to a positive one resulting in a collaborative experience.Curtains up! Using forum theatre to rehearse the art of communication in healthcare education - Corrected ProofYvonne Middlewick, Trevor J. Kettle, James J. Wilson10.1016/j.nepr.2011.10.010Nurse Education in Practice (2011)2011-11-17Nurse Education in Practice2011-11-17http://www.nurseeducationinpractice.com/article/PIIS1471595311001582/abstract?rss=yesAbstract: The rationale for Interprofessional Education (IPE) is based on the assumption it will improve practice. Despite evidence that it may modify attitudes and provide knowledge and skills for collaboration, there is little evidence about whether these skills can be transferred to practice. The aim of this research was to explore how midwifery students apply pre-qualification IPE learning to practice and to understand the factors in the clinical workplace that facilitate or hinder this application. A purposive sample of students, educators, Heads of Midwifery and new midwives from four universities throughout the United Kingdom participated in semi-structured interviews and focus groups. Emerging themes were developed using the principles of Grounded Theory. Participants articulated ways in which the clinical environment either promoted or prevented IPE in practice. The extent to which the clinical institution promoted IPE was made visible through the support for students during placements; the support for new midwives; and the evolution of professional roles. Buy-in for the IPE agenda in the workplace influences the ability of new midwives to apply IPE competencies to professional practice. The benefits of a theoretical foundation in interprofessional skills may be lost if students and new midwives find themselves working in contexts that do not make collaboration a priority.From school to work: Promoting the application of pre-qualification interprofessional education in the clinical workplace - Corrected ProofBeth Murray-Davis, Michelle Marshall, Frances Gordon10.1016/j.nepr.2011.10.009Nurse Education in Practice (2011)2011-11-16Nurse Education in Practice2011-11-16http://www.nurseeducationinpractice.com/article/PIIS1471595311001570/abstract?rss=yesAbstract: Many nursing students for whom English is a second language (ESL) face challenges related to communication on clinical placement and although clinical facilitators are not usually trained language assessors, they are often in a position of needing to assess ESL students’ clinical language performance. Little is known, however, about the particular areas of clinical performance facilitators focus on when they are assessing ESL students. This paper discusses the results of a study of facilitators’ written assessment comments about the clinical performance of a small group of ESL nursing students over a two and a half year period. These comments were documented on students’ clinical assessment forms at the end of each placement. The results provide a more detailed insight into facilitators’ expectations of students’ language performance and the particular challenges faced by ESL students and indicate that facilitators have clear expectations of ESL students regarding communication, learning styles and professional demeanour. These findings may help both ESL students and their facilitators better prepare for clinical placement.Clinical expectations: What facilitators expect from ESL students on clinical placement - Corrected ProofCaroline San Miguel, Fran Rogan10.1016/j.nepr.2011.10.008Nurse Education in Practice (2011)2011-11-14Nurse Education in Practice2011-11-14http://www.nurseeducationinpractice.com/article/PIIS1471595311001545/abstract?rss=yesThis DVD provides some insight into key aspects of nurse patient communication such as skills required during assessment; displaying empathy, respect and maintaining confidentiality. Although this is a US production, the key messages are synonymous with UK/European expectations in this field. The DVD offers the opportunity for students to view simulated real life situations, role modelled by student nurses/actors during the film. Some of these skills are then later discussed by nurse academics and the narrator. While students indeed may draw learning from these scenarios, unfortunately the acting skills of the majority of participants are limited. Essentially the audience enticed to believe that empathy has been displayed (for example), are left unconvinced. Indeed often the student nurse’s mannerisms and formulaic approach used appear stifled and serve to create visible barriers between them and their patient. This is quite the contrary of the expected outcome. Thus, disappointingly, the essence of communication and the development of therapeutic relationships is not well displayed. The scenarios appear subdued, displaying "mechanistic" or "authoritative" communication often displayed by students, rather than the "facilitative" relationship that is aspired to (). Although described as student nurses in the DVD, it is not clear if these were students or actors. However in either case, future presentations might benefit from more experienced communicators/actors, whether actor or student. Real life patient scenarios, if feasible, would also enhance the viewer’s experience. Additionally, the "patient" actor could conceivably be more convincing. Overall, while a bestselling DVD, the overall approach of this film is much less attractive than other very impressive Insight Media productions (). The overall production and staging of this current DVD is less remarkable and much more could be done, for future editions, to enhance the teaching of this vital topic, by this media, for both nurse educators and students alike.Corrected ProofFiona Timmins10.1016/j.nepr.2011.10.005Nurse Education in Practice (2011)2011-11-10Nurse Education in Practice2011-11-10BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001533/abstract?rss=yesThis DVD provides some insight into key aspects of nurse patient communication such as skills required during assessment; displaying empathy, respect and maintaining confidentiality. Although this is a US production, the key messages are synonymous with UK/European expectations in this field. The DVD offers the opportunity for students to view simulated real life situations, role modelled by student nurses/actors during the film. Some of these skills are then later discussed by nurse academics and the narrator. While students indeed may draw learning from these scenarios, unfortunately the acting skills of the majority of participants are limited. Essentially the audience enticed to believe that empathy has been displayed (for example), are left unconvinced. Indeed often the student nurse’s mannerisms and formulaic approach used appear stifled and serve to create visible barriers between them and their patient. This is quite the contrary of the expected outcome. Thus, disappointingly, the essence of communication and the development of therapeutic relationships is not well displayed. The scenarios appear subdued, displaying “mechanistic” or “authoritative” communication often displayed by students, rather than the “facilitative” relationship that is aspired to (). Although described as student nurses in the DVD, it is not clear if these were students or actors. However in either case, future presentations might benefit from more experienced communicators/actors, whether actor or student. Real life patient scenarios, if feasible, would also enhance the viewer’s experience. Additionally, the “patient” actor could conceivably be more convincing. Overall, while a best selling DVD, the overall approach of this film is much less attractive than other very impressive Insight Media productions (). The overall production and staging of this current DVD is less remarkable and much more could be done, for future editions, to enhance the teaching of this vital topic, by this media, for both nurse educators and students alike.Corrected ProofFiona Timmins10.1016/j.nepr.2011.10.004Nurse Education in Practice (2011)2011-10-28Nurse Education in Practice2011-10-28BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS147159531100151X/abstract?rss=yesEvidence based practice (EBP) has remained a key ambition for health care practitioners since the early 90’s. EBP represents a clear shift away from traditionalistic norms to practice that is based upon a range of evidence that best supports effective and person centred care. Over the past decade a number of books have been published that describe the key principles of EBP and the associated benefits; for the vast majority, a focus has been placed on the key steps to EBP and the cyclical elements associated with its process. Newell & Burnards book compliments contemporary knowledge and understanding of EBP and offers a fresh approach that has the potential to support practitioners in any profession to become evidence-based.Corrected ProofM.L. Howarth10.1016/j.nepr.2011.10.002Nurse Education in Practice (2011)2011-10-24Nurse Education in Practice2011-10-24BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001521/abstract?rss=yesIt was a great pleasure for me when this book reached my hands, although I could use it a little earlier, back in 1998 when I started working in a respiratory High Dependency Unit. Regardless of timing, I’m positive that this book will leave a valuable legacy to all who are dedicated to and involved in this area.Corrected ProofDemos Mastrogiannis10.1016/j.nepr.2011.10.003Nurse Education in Practice (2011)2011-10-19Nurse Education in Practice2011-10-19BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001466/abstract?rss=yesThis encyclopaedic American textbook comprises of 52 chapters organised within 10 separate units and aims to address the concepts of contemporary professional nursing including caring, health promotion, disease prevention, holistic care and wellbeing. Additional concepts that not only stand alone, but also underpin the preceding concepts include nursing research, nursing theories, multiculturalism and ethics. Many features of previous editions have been revised and enhanced and the authors write in a style that is easily understood. Each unit is linked to the American Nurses Association Standards of Practice so this section is only applicable to students and nurses practising within the United States.Corrected ProofSuzanne J. Hughes10.1016/j.nepr.2011.09.002Nurse Education in Practice (2011)2011-09-30Nurse Education in Practice2011-09-30BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001478/abstract?rss=yesIf ‘one’ was to search ‘Google Books’ for Qualitative research textbooks, ‘one’ may obtain about 72,800 hits; thus, a significant question comes to mind when yet another qualitative research book comes on the market – What’s new? Qualitative Research Methods by Hennink, Hutter and Bailey however, provide qualitative researchers with a modern grasp on qualitative research methods. Hennink et al. explain ‘how to do’ qualitative research using a cyclical process, divided into 3 interconnected phases or cycles; the design cycle, the ethnographic cycle and the analytic cycle. The authors’ innovative approach is in contrast to most qualitative research textbooks that focus on qualitative research using the familiar, linear research process. In addition, the presentation of this current book will help apprentice qualitative researchers to appreciate the different stages of the qualitative research cycle. Furthermore, the recent publication of has finally brought interpretative research into the complex eight moment, where social sciences and the humanities become the arena for critical discourse regarding democracy, race, gender, class, nation-states, globalization, freedom, and community by addressing the emerging, changing and sometimes even blurred paradigms of positivism, postpositivism, interpretivism, constructivism, hermeneutics, feminism, racialized discourses, critical theory and Marxist models, cultural studies models, queer theory and post-colonialism ethnography cycles (p3). Hennink et al.’s style attests this transition by embracing the practical elements of conducting interpretative research in a new and modern way in the 21st Century.Corrected ProofAnita Duffy10.1016/j.nepr.2011.09.003Nurse Education in Practice (2011)2011-09-28Nurse Education in Practice2011-09-28BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS147159531100148X/abstract?rss=yesThe importance of person-centred quality dementia care continues to grow particularly as demographic projections forecast an exponential increase in the number of adults living with dementia. In consequence, competency in caring for persons with dementia is now recognised as a requirement for a range of health and social care professionals across the continuum of care. However, within dementia care, caring for persons with advanced dementia has to date received insufficient attention. In recognition of this, the current book aims to assist care providers to meet the needs of persons with advanced dementia and their families/significant others, and to provide insight into palliative care in advanced dementia. While these aims are generally well achieved, readers wishing to comprehensively understand the philosophy of palliative care, and care at the very end of life, might need to supplement this book with additional materials. That said, the contributors to this book represent a range of dementia care planners and providers who are well placed to address the important subject areas included.Corrected ProofLouise Daly10.1016/j.nepr.2011.09.004Nurse Education in Practice (2011)2011-09-28Nurse Education in Practice2011-09-28BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001454/abstract?rss=yesThe book is easy to read and reveals that clinical settings and the nursing education system need not be separate parallels. Importantly, the text gives guidance to new nurse educators joining the field. It pinpoints the challenges currently affecting the nursing environment and faculty, whilst also guiding the educators on how to address the challenges and become competent in their new faculty roles. Nursing educators moving from a clinical environment to faculty roles can use their practice experience to strengthen the nursing education environment as theory and practice go in tandem. The book reassures those taking on faculty roles that the various tasks of teaching can be learned and gives guidance on how to develop essential skills needed to successfully engage with the students and help produce competent nursing graduates who will ensure the provision of an effective public health system. It also points out the need for continuance to educate one-self as a nurse educator to ensure continuing lifelong professional development that will enhance the education system and ensure quality care provision by the nurse graduates.Corrected ProofAfam Ndu10.1016/j.nepr.2011.09.001Nurse Education in Practice (2011)2011-09-26Nurse Education in Practice2011-09-26BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001491/abstract?rss=yesI looked forward to reading this book, as child protection is everyone’s business in health and social care. I was eager to see how this book, written by a former social worker- now a Professor in Social Policy, would enhance my knowledge and practice of child protection and be useful in teaching undergraduate healthcare students. This is the second edition of this text book, which was first published in 2002. The author states the changes in this edition include a deeper understanding of reasoning skills and practice judgements.Corrected ProofSamantha Chenery-Morris10.1016/j.nepr.2011.09.005Nurse Education in Practice (2011)2011-09-26Nurse Education in Practice2011-09-26BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001430/abstract?rss=yesAbstract: Aim: The aim of this study was to investigate the experiences of Australian graduate-entry nursing students as they journeyed towards their wish of becoming a registered nurse.Method: This paper reports the findings from a qualitative grounded theory study used to develop one theoretical framework for explaining graduate-entry nursing students’ journeys to nursing. Computer mediated communication collected data through semi-structured electronic interviews. This study focussed on the experiences of a purposive sample of six past graduate-entry nursing students from an Australian university.Findings: Participants’ decisions to pursue nursing were often long-lasting involving considerable thought and preparation. Educational experiences were a collection of detractors and facilitators throughout the course. Working as nurses post-graduation re-shaped their original perceptions of nursing, often with gender differences, however their commitment to nursing remained strong and all overtly verified having become a registered nurse.Summary: This study identified the unique experiences of graduate-entry nursing students. This uniqueness represented numerous life experiences including previous tertiary study. Avenues of further research were identified where a deeper understanding of graduate nursing students could be gained. Such knowledge may lead to courses that better capture the abilities of graduates who may not have considered nursing but for the graduate-entry pathway.Graduate-entry nursing students’ journeys to registered nursing - Corrected ProofMark Neill10.1016/j.nepr.2011.08.002Nurse Education in Practice (2011)2011-09-12Nurse Education in Practice2011-09-12http://www.nurseeducationinpractice.com/article/PIIS1471595311001442/abstract?rss=yesAbstract: Nursing is essentially a practice discipline, informed by a theoretical base. It is crucial that students have a rigorous preparation in both theoretical and practical elements during their pre-registration programme. The aim of educationalists is to produce students fit for purpose and practice, but concerns have been raised internationally regarding students competence at the point of registration. There is evidence that some practice based assessors experience difficulties in failing incompetent students. Assessment of practice is often judged on a pass/fail rather than a graded basis in a number of health professional programmes. It could be argued that pass or fail provides limited feedback to students concerning exactly how well or poorly they have performed.This paper will explore these issues through focusing on selected findings from a service evaluation of a practice assessment tool incorporating grading of practice of pre-registration nursing students from one university in the United Kingdom (UK). Using convenience sampling, a questionnaire survey was completed by 107 adult, mental health and child health nursing students (51% response) and 112 mentors (practice-based assessors) (86% response) from all nursing fields. Amongst other issues, the evaluation identified that whilst mentors valued the opportunity to grade practice and perceived that the tool enabled them to be more discerning in the allocation of pass grades, some lacked confidence in failing students. The findings are discussed in the context of the wider debate around clinical competence in new nurse registrants and it is concluded that whilst assessing ‘borderline’ students will always be a testing experience, grading systems may help the assessor to be more discriminatory.Failing underperforming students: The role of grading in practice assessment - Corrected ProofVanessa Heaslip, Janet M.E. Scammell10.1016/j.nepr.2011.08.003Nurse Education in Practice (2011)2011-09-12Nurse Education in Practice2011-09-12http://www.nurseeducationinpractice.com/article/PIIS1471595311001272/abstract?rss=yesAbstract: Aim: The aim of the study was to describe variations in clinical nurses’ conceptions of how an alternative supervision model influences their competence in assessing nursing students in clinical practice.Background: Nursing education programme in Norway includes 50 weeks of clinical studies. Due to changes in the education system and increased focus on evidence-based practice, alternative models of supervision and assessment have been developed.Method: The study has a qualitative and descriptive design using a phenomenographic approach. Informants were 49 clinical nurses from five different nursing homes.Results: The clinical nurses’ experiences are described through three description categories: ‘pressure’, ‘encouragement’ and ‘development’. The informants experienced demands from the University College and colleagues, but personal and professional development was encouraged through group supervision and written information from the University College.Conclusions: The alternative supervision model supported the clinical nurses in the assessment of the nursing students, and their role as educators. The alternative supervision model also seems to strengthen the relationship between field of practice and University College.Nurses’ conceptions of how an alternative supervision model influences their competence in assessment of nursing students in clinical practice - Corrected ProofSolveig Struksnes, Ragna I. Engelien, Wenche B. Bogsti, Öyfrid L. Moen, Siv S. Nordhagen, Elisabeth Solvik, Barbro Arvidsson10.1016/j.nepr.2011.07.009Nurse Education in Practice (2011)2011-08-19Nurse Education in Practice2011-08-19http://www.nurseeducationinpractice.com/article/PIIS1471595311001247/abstract?rss=yesAbstract: This paper explores the development, delivery and evaluation of a pilot programme in academic literacy skills to help students make the transition from year 1of their undergraduate nursing programme (level 4) to year 2 (level 5). Although there is a good deal of literature available about supporting students in year 1 to develop academic literacy skills, there is a dearth of literature on supporting students as they move from level to level during their university programmes. The pilot programme comprised five 1½ hr sessions on different aspects of literacy skills in the transition period between year 1 and year 2. Students from one cohort were invited to participate on a voluntary basis. Students undertook a pre-test before starting the programme and a post-test at the end. However, only a small number chose to sit the post-test making comparative analysis impossible. However, results of the student questionnaires showed that student confidence in their literacy skills increased and their perceptions of their literacy skills were that they were improved as a result of the programme. Importantly, marks on semester 2 written assignments were improved compared with year 1 work for those who had attended the programme. This study is important for both the progression of students from year 1 to year 2 of their nursing programme and for their ability to develop the kinds of literacy skills required for nursing practice.Delivering a transition programme in literacy from level 4 to level 5 for nursing students: A pilot study - Corrected ProofChristine Chu, Andrew Perkins, Di Marks-Maran10.1016/j.nepr.2011.07.006Nurse Education in Practice (2011)2011-08-11Nurse Education in Practice2011-08-11http://www.nurseeducationinpractice.com/article/PIIS1471595311001223/abstract?rss=yesAbstract: Role play in a face-to-face setting is becoming widely accepted as a useful pedagogy in nurse education. However, online e-role play i.e. role play which occurs using an electronic medium, is less well used, particularly with large classes. This paper will discuss the design and implementation of an online e-role play for a large class (n = 414) of undergraduate Nursing and Midwifery students. It describes the rationale for the use of this method and the expected learning outcomes followed by detail about how the e-role play was designed. It also discusses challenges faced in implementing this learning activity with a large group of students and then outlines student and staff evaluation of the e-role play. Finally lessons learned and implications for using this pedagogy in nurse education are considered.Much ado about the flu: Design and implementation of an e-role play for a large class of undergraduate students - Corrected ProofJane Warland, Colleen Smith, Morgan Smith10.1016/j.nepr.2011.07.004Nurse Education in Practice (2011)2011-08-08Nurse Education in Practice2011-08-08http://www.nurseeducationinpractice.com/article/PIIS1471595311001235/abstract?rss=yesAbstract: Teamwork can benefit students, enhancing their ability to think critically, solve problems creatively, and collaborate effectively. We piloted a collaborative learning project with undergraduate community health nursing students (N = 83) that entailed working in teams to explore epidemiologic data, synthesize the literature, and develop an evidence-based plan for nursing intervention and evaluation pertaining to a public health issue. Project evaluation consisted of pre- and post-project surveys by students, peer evaluation, and formative and summative evaluation by faculty. Having students work in teams, while challenging both for faculty and students, may be a viable strategy for preparing the next generation of nurses for inter- and intraprofessional collaboration. Our experience suggests that instituting a collaborative learning experience as part of an undergraduate course in community health nursing can be an effective way to expose students to constructive approaches to teamwork and prepare them for evidence-based nursing practice in the future.Collaborative learning among undergraduate students in community health nursing - Corrected ProofKyeongra Yang, Gail R. Woomer, Judith T. Matthews10.1016/j.nepr.2011.07.005Nurse Education in Practice (2011)2011-08-08Nurse Education in Practice2011-08-08http://www.nurseeducationinpractice.com/article/PIIS1471595309001243/abstract?rss=yesThe Publisher regrets that this article is an accidental duplication of a Book Review that has already been published, doi: 10.1016/j.nepr.2009.07.002. The duplicate article has therefore been withdrawn.WITHDRAWN: Kee, J, Hayes E. and McCuistion L (2009) Pharmacology: A Nursing Process Approach, Sixth Edition (and accompanying study guide), Saunders Elsevier, St. Louis - Corrected ProofBrian Keogh10.1016/j.nepr.2009.07.004Nurse Education in Practice (2009)2009-08-25Nurse Education in Practice2009-08-25