Objectives: This review aims to describe the role of the school nurse in protecting children and young people from maltreatment by examining the international literature. Child maltreatment is a prevalent issue in global society today and includes physical, emotional and sexual abuse, neglect and exploitation. School nurses are ideally placed to identify and work with children and young people who are at risk of maltreatment through their regular contact with the school community. Design: Integrative literature review incorporating thematic analysis.

When the NICE guideline for antenatal and postnatal mental health was updated in December 2014, the intervention delivered by health visitors, described as 'listening visits', was not included in the recommendations as one of a number of possible, evidence-based options of support. Maternal mental health is one of the six high impact areas designated as a fundamental component of health visiting practice. This review demonstrates how health visitors are uniquely placed to fulfill many of the recommendations in the updated NICE guideline and have a pivotal part to play in prevention, early identification, prompt treatment and improved outcomes for mothers, their partners and their babies. The review also highlights the challenges of delivering the recommended levels of perinatal mental health information, advice and support amidst budget cuts, reorganization of services and conflicting policy priorities.

At least half of the 20% of mothers who experience mental health problems (MHPs) during pregnancy or after birth are not receiving the help they need that will lead to recovery. In order to identify where improvements need to be made, it is necessary to describe exactly what is being done and the barriers and facilitators that compromise or enhance optimal care. The majority of mothers experience mild to moderate anxiety or depression. The expectation is that primary care professionals, such as health visitors (HVs), can provide the support they need that will lead to recovery. The aim of this study was to explore the views of HVs regarding the content and purpose of an intervention to support mothers with MHPs, described as ‘listening visits’ (LVs). A link to an online survey was offered to the members and champions of the Institute of Health Visiting (n = 9,474) March–May 2016. The survey was completed by 1,599 (17%) of the target population, of whom 85% were offering LVs. The Template for Intervention Description and Replication (TIDieR) checklist was used to provide a framework to describe commonalities and variations in practice. There appeared to be a shared understanding of the rationale for LVs but a lack of agreement about what the intervention should be called, the techniques that should be used and the duration, frequency and expected outcomes of the intervention. Contextual factors such as staff shortages; conflicting priorities; the needs and circumstances of mothers; the capability and motivation of HVs; inadequate training and supervision; and the absence of clear guidance contributed to variations in perceptions and practice. There are many ways in which the HV contribution to the assessment and management of mothers with MHPs could be improved. The intervention delivered by HVs needs to be more clearly articulated. The contextual factors influencing competent and consistent practice also need to be addressed.

This paper reports on a pilot project in which two postgraduate students were supported to function in the role of teaching assistants (TAs) as part of their learning experience. The project embraced the notion of students as producers rather than consumers. Using a reflective approach, this case study was jointly written by the TAs and their teaching staff. It incorporates feedback from other students collected through an anonymous module feedback survey, which was analysed by attribution to themes. The role of TAs benefited others: students, staff and the TAs themselves. The project is a strong affirmation of the principle of treating students as producers. The impact of the role on both the students undertaking the TA role and on the tutors was profound and student experience was enhanced as a result. TAs can assist in bridging student-teacher communication gaps and support students' learning through sharing their knowledge by creating resources. This article is written from the perspectives of both the TAs and the tutors.