Nurses' and midwives' revalidation preparation experiences at one NHS trust.

Since 1 April 2016, UK nurses and midwives have been required to undertake revalidation to maintain their registration with the Nursing and Midwifery Council. This article reports the results of a service evaluation to identify the revalidation preparation experiences of nurses and midwives at University College London Hospitals NHS Foundation Trust (UCLH). Findings suggest that the revalidation preparation process at UCLH supports staff to seek opportunities continually for practice feedback, reflect on their everyday experiences and link their learning to ongoing professional development.

Get ready for revalidation.

Revalidation study days are taking place across the UK throughout 2017. As well as offering nurses and midwives the opportunity to discuss their individual concerns with revalidation experts, they enable attendees to complete part of their revalidation.

Revalidation and reflective practice.

From April 2016 nurses must meet the requirements of the new Nursing and Midwifery Council (NMC) revalidation process to maintain their registration. It is their responsibility to ensure they meet all revalidation requirements, but organisations and nurse leaders can support them to do so. Reflection is an important part of revalidation, and nurses are required to submit written reflective accounts and engage in reflective discussion. This article discusses how revalidation encourages a more conscious and active form of reflection. It also describes how leaders can help nurses to reflect on practice to identify improvements and become more familiar with the NMC Code.

How do young people find out about their parent's cancer diagnosis: a phenomenological study.

AIM: Grief and its many manifestations can irrevocably change family life and the multiple relationships within. Informed by this, one is led to consider the extent an adult nurse provides a family focus to cancer care. It arguably remains wanting, particularly in adult healthcare environments where 'family' can still infer 'spouse' and the needs of children and young people at home may as a result go unrecognized. Little attention has been paid to what or how young people should be told about their parent's cancer diagnosis, but from the limited research that has been undertaken, parents are seeking help with this aspect of communication. METHODS: An interpretative phenomenological approach was used to explore the research question: How do young people experience learning about their parent's cancer diagnosis? This was a single centre study recruiting seven participants, aged 14-18 years, which included two sets of siblings. Participants were interviewed on one occasion only. RESULTS: The interview data revealed six dimensions of the young person's experience of learning about a parental diagnosis: first hearing about a parent's diagnosis; vulnerability of self and others, communication within the family, feeling supported in experience, experience and support of school, experience and support of hospital. Young people overwhelmingly advocate honesty and openness in family communication about cancer. CONCLUSIONS: Our participants demonstrated strength and resourcefulness in adapting to their parent's cancer. Meaning making was central to our study's intent and still today it offers a perspective of the diagnosis period that has not been fully explored in the extant literature.