'Rounding' is reported to be an effective intervention to enhance patient-centred care; nurses make frequent calls on their patients to ensure their needs are met and reassure them they are the focus of their care. In our hospital, two clinical units implemented rounding as improvement projects and asked the research unit to evaluate the effectiveness of implementation. A qualitative descriptive study using focus groups and in-depth interviews revealed that although the idea of rounding was well intended, it was not as effectively implemented as it might have been. Consequently, lessons have been learnt about the difficulties of changing clinician behaviour and will inform a new attempt at implementation.

This study investigated the availability of correctional and forensic psychology training as well as graduate students' experiences and attitudes toward working with offender populations. Using survey data gathered from 175 graduate students representing 30 clinical and 29 counseling psychology programs, results indicate the availability of specialized training in correctional and/or forensic psychology for approximately one half of the participants. Furthermore, correctional and forensic practicum experiences appear to be as commonly available as other specialty practicum experiences, and participants report general case loads with clients who have a history of criminal and antisocial behavior. Finally, it is noted that graduate students, regardless of prior practicum or work experiences, maintain positive attitudes toward inmates and perceive work with offenders as interesting, challenging, and meaningful.

EM consultants experience considerable physical and mental strain. This strain is dynamically related to consultants' experiences of diminishing self-worth and satisfaction, alongside current sociopolitical demands on EM services. Recognising the psychological experiences and needs of EM consultants and promoting a sustainable EM consultant role could benefit individual psychological well-being and the delivery of emergency care.

The aim of this study was to evaluate two psychometric tools for identifying students at risk of failing to progress from a Foundation Year (FY) programme, a preparatory programme for those without the qualifications to enrol directly on to an undergraduate degree. Students from four FY programmes across two UK universities were invited to complete the survey at the start of the academic year (Time-1) and again towards the end of the FY (Time-2). The survey comprised the Academic Behaviour Confidence and Performance Expectation Ladder scales designed to measure students' expectations of their academic performance and achievement. From a total of 198 participants (85% of enrolments), 90 completed measures at both points. End of year examining board outcomes were matched to the survey data. Time 1 data showed that two subscales of the confidence measure, Grades and Attendance, were indicative of subsequent progression issues. At Time 2, diminishing expectations were evident amongst those who subsequently failed to progress indicating a process of disengagement. Therefore these measures could be used to identify students who might benefit from targeted interventions to help uncertain new entrants access the benefits that Higher Education can provide.

The Magnet Recognition Program® requires evidence that nursing practice environments support staff to provide optimal care, access professional development opportunities, and participate in hospital affairs. The research presented in this article aimed to assess clinical nurses' work environment at a recently designated, private Magnet® hospital in Sydney, Australia. Authors compare results with baseline data collected for a gap analysis before application for recognition. The outcomes challenge previously reported data suggesting that hospitals on the journey to Magnet recognition outperform already designated hospitals in this respect.