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This paper reports on a study of one pre-service teacher's implementation of the sport education (SE) model in a post-primary school in Ireland. The study sought to identify and understand the mechanisms that facilitate or inhibit learning to teach the model from the perspective of a pre-service teacher. Occupational socialization was used to examine how past teaching experiences, physical education teacher education (PETE) and school culture influenced and impacted on the experience of learning to teach the SE model. Qualitative data are reported from interviews and diary entries. Findings reveal that professional socialisation occurring in PETE had the most influence on the pre-service teacher's experience of learning to teach the model. A number of recommendations are made for teacher education and for professional development specialists attempting to improve professional development opportunities and facilitate curricular change.

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Many nurses grieve when patients die; however, nurses’ grief is not often acknowledged or discussed. Also, little attention is given to preparing nurses for this experience in schools of nursing and in orientations to health care organizations. The purpose of this research was to explore obstetrical and neonatal nurses’ experiences of grieving when caring for families who experience loss after perinatal death. A visual arts-informed research method through the medium of digital video was used, informed by human science nursing, grief concepts, and interpretive phenomenology. Five obstetrical nurses and one neonatal intensive care nurse who cared for bereaved families voluntarily participated in this study. Nurses shared their experiences of grieving during in-depth interviews that were professionally audio- and videotaped. Data were analyzed using an iterative process of analysis-synthesis to identify themes and patterns that were then used to guide the editing of the documentary. Thematic patterns identified throughout the data were growth and transformation amid the anguish of grief, professional and personal impact, and giving–receiving meaningful help. The thematic pattern of giving–receiving meaningful help was made up of three thematic threads: support from colleagues; providing authentic, compassionate, quality care; and education and mentorship. Nurses’ grief is significant. Nurses who grieve require acknowledgment, support, and education. Supporting staff through their grief may ultimately have a positive impact on quality of work life and home life for nurses and quality of care for bereaved families.

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