Values-based interprofessional education: how interprofessional education and values- based practice interrelate and are vehicles for the benefit of patients and health and social care professionals.

The 2016 All Together Better Health VIII Oxford conference brought together interprofessional education (IPE) and values-based practice (VBP) communities. As there is a paucity of research and publications in the area, following the event a working party consisting of representatives from both communities continued to meet and has developed a joint community of practice. This report describes the work achieved by the group so far and is intended for those involved in the planning and implementation of IPE and collaborative working. The authors consider that incorporating principles of VBP within a framework of IPE can provide a different perspective and understanding of the complexities involved in delivering realistic, student centered learning for collaborative practice, relevant in the 21st century workplace. In particular the authors suggest that using the principles of values and VBP in this way can inform the transition between IPE and collaborative practice facilitating effective person centered collaborative care. This process will require not only the incorporation of these principles within IPE sessions, but also incorporation within the training and support of new and established teachers involved in IPE.

Nursing students' understanding of the Fundamentals of Care: A cross-sectional study in five countries.

AIM AND OBJECTIVE: To explore the accuracy with which nursing students can identify the fundamentals of care. BACKGROUND: A challenge facing nursing is ensuring the fundamentals of care are provided with compassion and in a timely manner. How students perceive the importance of the fundamentals of care may be influenced by the content and delivery of their nursing curriculum. As the fundamentals of care play a vital role in ensuring patient safety and quality care, it is important to examine how nursing students identify these care needs. DESIGN: Cross-sectional descriptive design. METHODS: A total of 398 nursing students (pre- and postregistration) from universities in Sweden, England, Japan, Canada and Australia participated. The Fundamentals of Care Framework guided this study. A questionnaire containing three care scenarios was developed and validated. Study participants identified the fundamentals of care for each of the scenarios. All responses were rated and analysed using ANOVA. RESULTS: The data illustrate certain fundamentals of care were identified more frequently, including communication and education; comfort and elimination, whilst respecting choice, privacy and dignity were less frequently identified. The ability to identify all the correct care needs was low overall across the pre- and postregistration nursing programmes in the five universities. Significant differences in the number of correctly identified care needs between some of the groups were identified. CONCLUSIONS: Nursing students are not correctly identifying all a patient's fundamental care needs when presented with different care scenarios. Students more frequently identifying physical care needs and less frequently psychosocial and relational needs. The findings suggest educators may need to emphasise and integrate all three dimensions. RELEVANCE TO CLINICAL PRACTICE: To promote students' ability to identify the integrated nature of the fundamentals of care, practising clinicians and nurse educators need to role model and incorporate all the fundamental care needs for their patients.

Embedding race equality into nursing programmes: Hearing the student voice.

There is an abundance of evidence that nursing programmes across the UK have been criticised for not 'decolonising' their curriculum content to prepare students to partake in a diverse workplace. Nursing programmes have been developed in line with the requirements of the Nursing and Midwifery Council (NMC) to deliver safe and effective care to patients, yet the literature records that Black and Minority Ethnic (BAME) nursing students face discrimination and experience a lack of role models in academia. In this article the term BAME will be used as it is recognised within a wide range of literature, however the authors wish to acknowledge that this term and other terms used when defining ethnicity is contested. In considering Stephen Lawrence Day, celebrated on the 22 nd April 2021 for the first time since his death in 1993, our students have embarked on a challenge to ensure that Race Equality is the first protected characteristic consideration in developing a 'Student Led Equality Charter' within the School of Health and Social Care at Staffordshire University. There is a commitment from colleagues at the School including senior leaders to further the wider University agenda to ensure equality, diversity and inclusion are embraced. 'At Staffordshire University we recognise the need to really focus on EDI in order to create an inclusive and welcoming environment for all our students, staff and visitors, and we hold ourselves accountable through our Access and Participation Plan, Inclusion Framework and Race Equality Action Plan. The work started by the students in Health and Social Care on an EDI Charter is a really good example of how working with our students as co-creators and partners will help to ensure inclusion throughout our university.' (Gill Grainger- Head of Equality and Diversity, Staffordshire University, March 2021).

Achieving excellence in postgraduate community nurse practice placements.

This qualitative research using focus groups and an online questionnaire into excellent postgraduate community nurse placements concluded that student trainees need to be ensured of diverse and new experiences besides being recognized by practice staff as already qualified nurses with an array of existing experience. Their community practice teacher trainers need to be trained to cope with postgraduate versus pre-registration needs and especially aware of tailoring nurse experiences to the individual. This requires a finer awareness of their knowledge and student status along with ambivalent needs requiring guidance but space to work independently. Delphi Experts concluded trainer motivation and support most crucial elements in postgraduate placements along with clarity of expectations. Basic introduction and administration sets learning in motion and Start right, stay right! is a catchword to abide by.

Changes in nursing identities: supporting a successful transition.

This article examines the role of nurse managers in delivering the NHS modernization agenda by supporting the development of new and innovative nursing roles as proposed in recent health care policy. A study by Ewens (1998) indicates that nurses will respond positively to new short-term developments because of the ability to re-conceptualize work roles before actually undertaking them, but that long-term success will depend upon whether the workplace provides the scope and flexibility for integration of new identities into the self-concept. It is argued that when nurses find a gap between what they believe their role could be and what in reality it is allowed to be they separate their self-concept from their work role. In this situation the nurse experiences frustration and disappointment and the work role becomes 'untenable', resulting in them either leaving or retreating back into traditional professional identities. A discussion is provided on the role of nurse managers in the prevention of this negative response by supporting innovative work environments that can accommodate the new roles envisaged in the current policy. The paper concludes with consideration of the current direction of nursing and questions whether this move towards the nurse as 'assistant physician' will, in the longer term, be a good thing for patients.