A window on our teaching practice: Enhancing individual online teaching quality though online peer observation and support. A UK case study.

This article provides a practical exploration of the conduct and outcomes a case study in which the process of peer observation in online learning and teaching is articulated and shown to be relevant to the enhancement of online learning and teaching in health and other educational contexts. Copious literature on the subject of peer observation and a small body about online peer observation suggests a variety of different approaches which lend themselves to the complexities of health education settings. The practical example described here was conducted in the UK. The authors, lecturers from two different departments in the same university, shared the new experience of online peer observation. Following face-to-face discussion of areas we wished each other to explore we undertook a documented review of a specific aspect of each others' chosen learning activities. This led to further peer-support and discussion. The paper is illustrated with examples of our review and the discussion which followed which we hope will illuminate the process for other practitioners as well as stimulate research and further debate and discussion.

The principles of caring for patients with Ilizarov external fixation.

External fixation is an important aspect of complex fracture management. Ilizarov fixation is a specialised type of external fixator consisting of numerous wires that penetrate the limb and are attached to a circular metal frame. Ilizarov fixation is used for fracture fixation and stabilisation, limb reconstruction, deformity correction and limb lengthening. The external fixator can be in place for many months and patients will need to adapt to the device and demonstrate an understanding of the principles of pin site care. Psychosocial issues also need to be considered.

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.

Recognising infection in wounds.

This article explores the clinical signs and symptoms that help healthcare staff recognise infection, which can be a painful, distressing and potentially life-threatening complication of wounds.

Pin site care for preventing infections associated with external bone fixators and pins.

BACKGROUND: Metal pins are used to apply skeletal traction or external fixation devices in the management of orthopaedic fractures. These pins protrude through the skin (described as 'percutaneous') and the way in which they are treated after insertion may affect the incidence of pin site infection. This review set out to summarise the evidence on the effect of pin site care on infection rates. OBJECTIVES: To assess the effect on infection rates of different methods of cleansing and dressing orthopaedic percutaneous pin sites. SEARCH STRATEGY: For this first update the following electronic databases were searched: the Wounds Group Specialised Trials Register (searched June 2008); CENTRAL (2008, Issue 2); Ovid Medline (1950 to May 2008), Ovid EMBASE (1980 to May 2008) and Ovid CINAHL (1982 to May 2008). In addition, reference lists of review articles and relevant trials were also searched and some handsearching undertaken. SELECTION CRITERIA: All randomised controlled trials (RCTs) comparing the effect on infection and other complication rates of different methods of cleansing or dressing orthopaedic percutaneous pin sites were evaluated. DATA COLLECTION AND ANALYSIS: Two review authors independently assessed the citations retrieved by the search strategies for reports of relevant RCTs, independently selected trials that satisfied the inclusion criteria, extracted data and undertook quality assessment. MAIN RESULTS: For this first update an additional five trials were identified, in total six trials (349 participants) were eligible for inclusion in the review. Three trials compared a cleansing regimen with no cleansing, 2 trials compared cleansing solutions, 1 trial compared identical pin site care performed daily or weekly and 4 trials compared dressings. One of these trials reported that infection rates were lower (9%) with a regimen that included cleansing with half strength hydrogen peroxide and application of Xeroform dressing when compared with other regimens with different cleansing and dressing regimens (rates >26%) but this may be a chance difference. There was no evidence of a difference between groups in any of the other trials. No trials were identified that compared any dressing versus no dressing or different massage regimens. AUTHORS' CONCLUSIONS: There is insufficient evidence for a particular strategy of pin site care which minimises infection rates. Adequately powered randomised trials are required to examine the effects of different pin care regimens and co interventions such as antibiotic use and other extraneous factors must be controlled in the study designs.

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.