More Than a Game: Heparin Run as a Learning Strategy.

This article describes an interactive heparin drip learning exercise for nurse residents using concepts similar to "The Amazing Race." The goal of the exercise was to strengthen critical thinking related to heparin drip setup and maintenance in the acute care setting. The game consisted of a start line and five pit stops to solve a puzzle, perform a skill, perform a medication calculation, perform an intervention, and complete a short quiz.

Self-harm in children 12 years and younger: characteristics and outcomes based on the Multicentre Study of Self-harm in England.

Background: Very little is known about self-harm in children. We describe the characteristics and outcomes of children under 13 years who presented following self-harm to five hospitals in England.

Methods: We included children under 13 years who presented after self-harm to hospitals in the Multicentre Study of Self-harm in England.

Developing a digital learning version of a mentorship training programme.

This article describes the experience of one university team in developing, delivering and evaluating an online Nursing and Midwifery Council-approved mentorship programme for nurses and midwives who support pre-registration students in practice. Although the authors are confident of the quality of the educational provision, this article does not discuss this programme as an exemplar of best practice, but aims to share the learning gained from the experience of introducing a digital learning version of a mentorship course.

Support for mentors-an exploration of the issues.

Nursing and midwifery mentors are fundamental to the process of ensuring future practitioners are adequately prepared and supported during the practice element of their degrees. However, there is evidence to suggest that the infrastructure and support for the mentoring role is not always adequate. This article provides a review of some of the issues including the emotional labour associated with supporting pre-registration students, difficulties in accessing protected learning time for mentoring, and lack of supportive networks for mentors to develop within the role.

The value of Master's degrees for registered nurses.

The value of graduates in the nursing workforce has been recognised in the move to all-graduate preparation of pre-registration nurses in England ( Nursing and Midwifery Council, 2010 ). Increasingly, after registration continuing professional development programmes for nurses are being offered at Master's level. However, there is limited evidence of the relationship between postgraduate study and improved patient outcomes.

Developing education for long-term conditions management.

This article discusses the experience of one university in the development, implementation and evaluation of a modular programme of study for practitioners working with people with long-term conditions. It addresses the complexity of developing a curriculum in response to Department of Health initiatives, at times pre-empting central guidance. It highlights the importance of partnership working underpinning every aspect of programme development.