Broadening placement opportunities for nursing students through an indirect supervision model.

Background: Higher Education Institutions struggle to fill national deficits in student placement capacity, especially in social care and the voluntary sector. The Indirect Placement Supervision and Assessment Model and its holistic focus helps redress this deficit.

Methods: A Microsoft Forms survey was distributed to a self-selecting sample of 50 students, placement providers, and university staff, all of whom had been involved in indirect supervision as either an assessor, student, or supervisor.

Preparing nurse educators for NMC standards for student supervision and assessment: the impact 4 years on.

Four years on from its launch in 2018 (at the time of writing), the authors provide an up-to-date efficacy assessment of the ongoing implementation of the Nursing and Midwifery Council's (NMC) (2018a). Although these standards have comprehensively transformed the mentorship practices of nursing education courses within higher education, this article provides the first attempt to gauge and synthesise attitudes towards their implementation. Presenting the results of an evaluative survey that collates educators' current views on the implementation of these NMC standards, the authors detail and analyse the past and continuing impacts of this paradigm shift on staff, students, and practice.

Factors Affecting the Participation of Physically Disabled Children and Young People in Out-of-School Activities in the United Kingdom: A Qualitative Study.

Physically disabled children and young people (PDC&YP) face many challenges when participating in out-of-school activities. PDC&YP should have the same choices and opportunities as other C&YP: to forge friendships locally and to access out-of-school activities. However, PDC&YP have fewer opportunities than their non-disabled peers due to challenges such as access, support, and suitable provision.

Out-of-school lives of physically disabled children and young people in the United Kingdom: a qualitative literature review.

Currently there appears to be few opportunities and little evidence of physically disabled children and young people (C&YP) participating in mainstream social activities. A qualitative review was undertaken to examine the factors affecting physically disabled C&YP (8-15 years) in the United Kingdom participating in out-of-school activities. Views and experiences were explored from the perspective of the service users and providers to assess current provision and to determine the need for future research into factors that may affect participation.