Art engagement and mental health: experiences of service users of a community-based arts programme at Tate Modern, London.

Objectives: To examine the experiences of mental health service users who took part in an arts-based programme at Tate Modern, a major London art gallery.

Study Design: Exploratory qualitative design.

Methods: Data were collected using in-depth semi-structured interviews with 10 mental health service users who had taken part in a community-based programme at Tate Modern.

Immersive simulated reality scenarios for enhancing students' experience of people with learning disabilities across all fields of nurse education.

Poor preparation of nurses, regarding learning disabilities can have devastating consequences. High-profile reports and the Nursing and Midwifery Council requirements led this University to introduce Shareville into the undergraduate and postgraduate nursing curriculum. Shareville is a virtual environment developed at Birmingham City University, in which student nurses learn from realistic, problem-based scenarios featuring people with learning disabilities.

Supporting patient safety: examining communication within delivery suite teams through contrasting approaches to research observation.

Objective: to explore the nature of intra- and interprofessional communication on delivery suites, with a particular focus on patient safety.

Design: longitudinal study using contrasting forms of observation: ethnographic methods alongside the highly structured Interaction Process Analysis (IPA) framework.

Setting: four contrasting delivery suites offering different models of care and serving different populations: two in the north of England and two in London.

Twenty-four hour care: implications for the role and developmental needs of nurses in acute and community settings.

Aim(s): The aim of this study was to explore the challenges of providing continuity within the 24-hour nursing service. It explored why nurses work at night and what issues this raises for them.

Background: The manner in which new ways of working affect the work or CPD (Continuing Professional Development) requirements of ward-based nurses or their community counterparts has received little attention.

Multidisciplinary obstetric simulated emergency scenarios (MOSES): promoting patient safety in obstetrics with teamwork-focused interprofessional simulations.

Introduction: We describe an example of simulation-based interprofessional continuing education, the multidisciplinary obstetric simulated emergency scenarios (MOSES) course, which was designed to enhance nontechnical skills among obstetric teams and, hence, improve patient safety. Participants' perceptions of MOSES courses, their learning, and the transfer of learning to clinical practice were examined.

Methods: Participants included senior midwives, obstetricians, and obstetric anesthetists, including course faculty from 4 purposively selected delivery suites in England.

Supporting structures for team situation awareness and decision making: insights from four delivery suites.

Rationale, Aims And Objectives: 'Human factors' (non-technical skills such as communication and teamwork) have been strongly implicated in adverse events during labour and delivery. The importance of shared 'situation awareness' between team members is highlighted as a key factor in patient safety. Arising from an ethnographic study of safety culture in the delivery suites of four UK hospitals, the aim of this study is to describe the main mechanisms supporting team situation awareness (TSA) and examine contrasting configurations of supports.

Delivering practice-based interprofessional education to community mental health teams: Understanding some key lessons.

This paper describes a project that offered an interprofessional education (IPE) experience to two community mental health teams (CMHTs) based in separate inner city locations. Team members were offered three weekly workshops that aimed to enhance their understanding of interprofessional collaboration and improve their collective work as a team. A multi-method research design was employed to evaluate the impact of the workshops.

Bridging the gap: supporting the transition from medical student to practising doctor--a two-week preparation programme after graduation.

Concern exists that the transition from student to doctor is abrupt and stressful, and that new graduates lack both clinical skills and confidence. This paper explores the effect of a preparation programme on the confidence and skills of new graduates commencing their first clinical post. Fifty-three participants in two English hospitals undertook a two-week induction combining life support, emergency and clinical skills training with administrative induction and shadowing the outgoing house officer.

Nurses' experiences of continuing professional development.

Continuing professional development is regarded as part of the nursing role in the National Health Service. Health policy in the United Kingdom is built on the assumption that nurses' roles can be extended through continuing professional development which is also considered to be a key factor in nursing retention. Previous research has considered the provision of learning mainly from the perspective of managers and education providers.

Modernising cancer and palliative care education in the UK: insights from one Cancer Network.

This article reports on a scoping study into cancer education provision in one UK Cancer Network. A range of professionals (nurses, allied health professionals (AHPs), health care support workers and educationalists) were invited to participate in focus group or individual interviews, or to return questionnaires regarding their perceptions of training needs and current opportunities. This yielded data from a total of 94 participants.

The National Health Service Knowledge and Skills Framework and its implications for continuing professional development in nursing.

The National Health Service Knowledge and Skills Framework has been introduced as part of the Agenda for Change Reforms in the United Kingdom to link pay and career progression to competency. The purpose of this paper is to consider the implications for nurses, their managers and the impact on university departments delivering continuing professional development for nurses. The new system has the potential to increase the human resources management aspect of the clinical nurse managers' role and could have legal implications, for example if practitioners perceive that their needs for continuing professional development have been overlooked to the detriment of their pay and career aspirations.