How to… support others in developing a career in clinical education research.

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.

Pre-prescribing: Creating a zone of proximal development where medical students can safely fail.

Purpose: Prescribing is a common task, often performed by junior clinicians, with potential for significant harm. Despite this, it is common for medical students to qualify having only prescribed in simulated scenarios or assessments. We implemented an alternative: students were given pens with purple ink, which permitted them to write prescriptions for real patients.

Fifteen-minute consultation: Guide to communicating with children and young people.

This article suggests communicative steps and strategies to help healthcare professionals achieve the ideals of child-centred care, which place children and young people at the centre of policy and practice. For those with 15 s, not 15 min, our suggestions can be summarised like this: help children be active agents in their own care by asking, listening well, being curious and explaining things clearly in an accessible but not condescending way.

Acting wisely in complex clinical situations: 'Mutual safety' for clinicians as well as patients.

Purpose: The hope that reliably testing clinicians' competencies would improve patient safety is unfulfilled and clinicians' psychosocial safety is deteriorating. Our purpose was to conceptualise 'mutual safety', which could increase benefit as well as reduce harm.

Methods: A cultural-historical analysis of how medical education has positioned the patient as an object of benefit guided implementation research into how mutual safety could be achieved.

How do children and adolescents experience healthcare professionals? Scoping review and interpretive synthesis.

Objective: Explore children's and adolescents' (CADs') lived experiences of healthcare professionals (HCPs).

Design: Scoping review methodology provided a six-step framework to, first, identify and organise existing evidence. Interpretive phenomenology provided methodological principles for, second, an interpretive synthesis of the life worlds of CADs receiving healthcare, as represented by verbatim accounts of their experiences.

: a place for utilizing activity theory within in situ simulation to drive healthcare organizational development?

Background: The healthcare needs of our societies are continual changing and evolving. In order to meet these needs, healthcare provision has to be dynamic and reactive to provide the highest standards of safe care. Therefore, there is a continual need to generate new evidence and implement it within healthcare contexts.

The pen is mightier than the sword. Reinstating patient care as the object of prescribing education.

Prescribing (writing medication orders) is one of residents' commonest tasks. Superficially, all they have to do is complete a form. Below this apparent simplicity, though, lies the complex task of framing patients' needs and navigating relationships with them and other clinicians.

Characteristics of Reported Pediatric Medication Errors in Northern Ireland and Use in Quality Improvement.

Background: To protect children from harm, clinicians, educators, and patient safety champions need information to direct improvement efforts. Critical incident data could provide this but are often disregarded as a source of evidence because under-reporting makes them an inaccurate measure of error rates.

Objective: Our aim was to identify key targets for pediatric healthcare quality improvement.

Green roof substrate physical properties differ between standard laboratory tests due to differences in compaction.

Green roofs are expanding internationally due to the well documented benefits they provide for buildings and cities. This requires transferable knowledge of the technological aspects influencing green roof design, particularly substrate properties. However, this is made difficult due to differences in substrate testing methods referred to in green roof guidelines and standards.

What causes prescribing errors in children? Scoping review.

Objectives: (1) Systematically assemble, analyse and synthesise published evidence on causes of prescribing error in children. (2) Present results to a multidisciplinary group of paediatric prescribing stakeholders to validate findings and establish how causative factors lead to errors in practice.

Design: Scoping review using Arksey and O'Malley's framework, including stakeholder consultation; qualitative evidence synthesis.

Experience Based Learning (ExBL): Clinical teaching for the twenty-first century.

Clinical practice commonly presents new doctors with situations that they are incapable of managing safely. This harms patients and stresses the new doctors and other clinicians. Unpreparedness for practice remains a problem despite changes in curricula from apprenticeship to outcome-based designs.

Intravenous fluid prescribing errors in children: Mixed methods analysis of critical incidents.

Introduction: Recent National Institute for Health and Care Excellence (NICE) guidelines aim to improve intravenous (IV) fluid prescribing for children, but existing evidence about how and why fluid prescribing errors occur is limited. Studying this can lead to more effective implementation, through education and systems design.

Aims: Identify types of IV fluid prescribing errors reported in practiceAnalyse factors that contribute to errorsProvide guidance to educators and those responsible for designing systems.