Everywhere and nowhere: Work-based learning in healthcare education.

The shortage of healthcare professions is a global issue, which has highlighted the need to establish effective practice learning. In 2015 the UK government introduced a change to the way that healthcare education is funded. A subsequent fall in applications to healthcare programmes and high levels of vacancies across the sector in the UK have led to widespread concern about workforce shortages, especially nurses. Subsequently, initiatives that both address the shortage and aim to bridge the gap between registered nurse and healthcare support worker have been introduced, presenting opportunities to further develop the clinical workplace as a learning environment for employees. A sample of nine healthcare professionals was recruited; seven nurses and two allied health professionals. Semi-structured interviews were conducted between March and June 2018. These were recorded verbatim, transcribed and thematically analysed. Respondents identified opportunities for work-based learning and factors for success. The importance of an effective learning culture, commitment to work-based learning and time were identified as factors for success. Despite the richness of learning opportunities in healthcare, respondents identified challenges for both learners and supervisors in identifying these opportunities in the workplace. These findings have immediate relevance to healthcare education systems internationally. Areas for future research include the relationship between supervisor and learner and further insight into why the busiest areas might be identified as more effective learning environments.

The impact of Nursing and Midwifery Council revalidation on the professional identity of academic staff in a higher education institution: A qualitative study.

AIMS: To explore Nursing and Midwifery Council (NMC) revalidation as a process experienced by nursing and midwifery academics and its impact on their sense of professional identity. BACKGROUND: The introduction of revalidation nurses and midwives in the UK in 2016 caused some anxiety amongst registrants in higher education. DESIGN: A qualitative study using a purposeful sample involving thematic analysis of semi-structured interviews with academic staff. METHODS: Ten registrants completed a semi-structured interview in a higher education institution. RESULTS/FINDINGS: Clinical credibility: participants were self-conscious about time away from practice but retained strong links with clinical settings reviewing evidence and reports of current practice. The revalidation process: staff were generally positive about NMC revalidation. Professional identity: participants identified as nurses and midwives first and academics second. CONCLUSIONS: The findings replicate previous studies about professional identity among healthcare professionals in higher education; this study reports the contribution of revalidation amongst nurses and midwives in higher education institutions.

The Nurses That Roared: Nurses From History Who Found Their Voices and Challenged the Status Quo.

In this article, we explore how nurses from history challenged norms of nursing and society, and consider how they can influence and inspire nurses today. We discuss the role of nurses in the fight for women's suffrage, campaigning for the vote, and caring for women who suffered in their fight to achieve it, and present examples of outstanding bravery in the past and present day. The article contains examples of the bravery of some relatively unknown nurses in wartime, who also fought for equality and inclusion, and nurses who challenged the care of marginalized groups, campaigning for improved treatment, sometimes at great personal cost. Finally, we consider the courage of present-day nurses. Drawing on the global campaign of "Nursing Now," we suggest that learning from these exceptional nurses and acknowledging and highlighting their contribution can inspire us to strengthen and promote nursing and to empower women globally.

Talking with the experts: evaluation of an online discussion forum involving mental health service users in the education of mental health nursing students.

The Chief Nursing Officer's recent review of mental health nursing called for the widespread involvement of mental health service users in the education of mental health nurses. This paper describes an innovative project that involved mental health service users in the education of pre-registration mental health nursing students through an online discussion forum that blended e-learning with enquiry-based learning (EBL). The findings of an evaluation are presented, drawing on quantitative and qualitative methods. Overall, the project was a success with students and service users engaging in online discussions on a range of issues. EBL presentations demonstrated understanding of the service user experience and students reflected on implications for clinical practice. All participants would take part again and recommend the online forum to others. Analysis of activity data revealed different levels and styles of student involvement. Limitations in communication skills appeared to limit student participation, alongside logistical difficulties, whereas the service users eagerly utilised the forum. Potential implications for healthcare education are discussed and recommendations made for developments in user-led e-learning and further research.