Patients' expectations of being cared for by a nurse who is caring, competent and professional is particularly pertinent in current health and social care practice. The current drive for NHS Values Based Recruitment serves to strengthen this.How nursing students' development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour.This study (in 2013-14) explored twelve Adult Nursing students' lived experiences of role modelling through an Interpretive Phenomenological Analysis approach, aiming to understand the impact on their development as professional practitioners.Clinical nurses influenced student development consistently. Some students reported their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing 'leading by example'. The impact of patients on student professional development was also a key finding.Through analysing information gained, identifying and educating practice-based mentors who are ready, willing and able to role model professional attributes appears crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours.

Patients expect to be cared for by nurses who are not only competent but also behave professionally, so students must be educated to develop professional qualities. The Nursing and Midwifery Council stipulates that professional values must underpin education as well as practice (NMC, 2010a). Much has been written on the qualities of an effective role model and the potential barriers to becoming one. This article focuses on preregistration adult nursing education and role modelling, with a slant towards the development of professionalism, as opposed to skills competence. Attention is paid to the identity of students' role models and strategies for role modelling linked to teaching and the curriculum. Practice and academic staff have an equal stake in nurse education; for them to be seen equally as role models, there has to be a partnership approach to that education. Both practice and academic staff are able to exemplify behaviours and attitudes that directly influence the development of professionalism. This article is intended to stimulate discussion within and between nurse educators and practice-based staff about the impact their role modelling has on the development of adult nursing students' professional practice.

Moving and handling education for staff and students was implemented by one higher education institution and examined across its pre-registration health programmes. This article describes related policy and is of relevance to nurse educators involved in moving and handling, back care advisers and mentors of students in the clinical environment.

Moving and handling education for staff and students was implemented by one higher education institution and examined across its pre-registration health programmes. This article describes related policy and is of relevance to nurse educators involved in moving and handling, back care advisers and mentors of students in the clinical environment.

The National Health Service Executive (1998) has promoted the secondment of healthcare assistants (HCAs) onto pre-registration nursing and midwifery programmes. Local evidence suggested some secondees were successful in practice but struggled academically. An audit was undertaken to investigate whether there was a relationship between seconded students' entry qualifications, their overall secondment interview score and academic success. Academic success within this audit was defined as passing all assignments at the first attempt. The current criteria for secondment were audited against year 1 programme outcomes, and the results demonstrated that particular packages of entry qualifications could indicate academic success. The criteria for selection were subsequently reviewed and amended.