Collaboration with service users to develop reusable learning objects: the ROOT to success.

The involvement of service users in the education of health workers is seen as an important component within the curriculum. It is thought to facilitate the students into developing a deeper understanding around the real lives of their patients, and therefore ensuring their care is more person centred. The subject area focused upon was developing students' awareness of the needs of people with a learning disability. Recent incidents in the press have highlighted examples of poor quality care and a lack of understanding by health and social care professionals in regard to their needs. This article highlights a number of key issues which must be considered when involving service users, namely consent, ethical practice and collaboration. This article will describe the participation of service users in the development of reusable learning objects (RLO's) and make recommendations on the optimum way to undertake such an activity. From this process a framework has been developed, described as the ROOT to success. The ROOT element of the structure relates to Relationship, Organization, Outcome and Team.

Using an online case conference to facilitate interprofessional learning.

Interprofessional learning is seen as increasingly important for all health and social care workers. How this is integrated into the education of these workers is less clear and more of a challenge. This article describes an online learning activity used to facilitate interprofessional learning in a Faculty of Health and Social Care in the UK. An online conference was used to bring students together, utilising a real life case scenario based around a family within a virtual town. Students from a variety of programmes and professional groups participated in an asynchronous discussion forum. The student evaluation of this event was, on the whole, positive and suggests further development of such an approach would address some of the challenges of interprofessional learning.

The early benefits of a problem-based approach to teaching social inclusion using an online virtual town.

This article describes the delivery of a core pre-registration nursing and midwifery module centred on social inclusion. The module was previously delivered using a classroom-based problem-based learning approach. Difficulties with this approach led to changes to the module and its delivery. Logistic issues encouraged the module team to implement a blended learning approach using a virtual town to facilitate online learning and discussion activities. The paper describes and discusses the use of online learning technology to support student nurses and midwives. It highlights the benefits of this approach and outlines some of the experiences of the students including their evaluation of the virtual town. There is also an examination of some of the practical and theoretical issues related to both problem-based learning, online working and using a virtual town to support learning. This article outlines the approach taken and its implications.

A survey of postnatal debriefing.

BACKGROUND: The evidence for postnatal debriefing generally lacks clarification of what postnatal debriefing constitutes. This is true of the recommendation in the United Kingdom for midwives to undertake 'active postnatal debriefing' (Department of Health 1999). AIM: The study aimed to explore current practice and describe the provision of postnatal debriefing in two health regions of England. METHODS: A descriptive survey using cohort sampling was undertaken using a self-report questionnaire which was sent to each maternity unit in the two regions (n = 46). A response rate of 93% (n = 43) was obtained. The questionnaire collected information about the maternity units and their provision of 'postnatal debriefing'. A list of debriefing descriptors formed the basis of the questionnaire, and comprised activities that various authors had included in their definitions of debriefing. RESULTS: Responses indicated that 38 (88%) of maternity units offered women an opportunity to 'debrief' by discussing their experiences of maternity care. The provision of this service fell into three distinct sub-groups: firstly, those who provided a service which is in keeping with debriefing, however not all the maternity units actually called their service debriefing; secondly, those who provided a service which is fundamental postnatal care, usually called routine postnatal care; thirdly, those who provided a service which was inconsistent and neither debriefing nor postnatal care. This inconsistency was also reflected in the names chosen for the service. CONCLUSIONS: The findings of this study support previous claims that confusion about postnatal debriefing continues. Recommendations for practice are made with the intention of promoting a consistent approach; this would also enable further research and evaluation to be conducted.