No abstract

The most important outcome of participating in IPE was that students' knowledge of other professions was enhanced, which had a positive impact on placements. An effective information technology infrastructure and appropriate scenarios are key requirements for the online delivery of IPE.

This review sought to locate key themes in the literature on teaching and learning thinking and practices, by examining areas of influence and mapping ideas about the themes of practice, transfer and communities in higher education or related contexts. The findings indicate that issues of pedagogical stance, disjunction, learning spaces, agency, notions of improvement and communities of interest can help to locate overarching themes and hidden subtexts that are strong influences on areas of practice, transfer and community. Nevertheless, these are areas that are sometimes ignored, marginalised or dislocated from the central arguments about teaching and learning thinking and practices in higher education.

Peer facilitation offers an innovative and effective means of promoting interprofessional learning (IPL) between health and social care students. This paper highlights the benefits that peer facilitators themselves experience from involvement in assisting junior colleagues to engage with IPL in an online context. The setting for the inquiry is an online interprofessional learning pathway shared by two higher education institutions in the UK. Insights have been developed over a 3-year period through collaborative inquiry with 41 peer facilitators, academic tutors and the students who benefitted from their input. This paper which focuses on peer facilitators' application data, interview data and written reflections explores the instrumental, cognitive and personal gains experienced. However, more fundamentally, theorizing findings in relation to identity theory we substantiate the claim that the role provides opportunity for testing and refining important aspects of both professional and interprofessional identities.

ObjectiveTo explore the current practice of venous thromboembolism (VTE) prevention in acute trusts.DesignA qualitative research design was used to explore the perceived current practice of thromboprophylaxis, and knowledge and experience of VTE prevention. Data were collected via interviews with personnel from acute trusts and other relevant organisations and charities. Constant comparison was used to generate themes grounded in the data.SettingThe UK.Participants17 participants, sampled due to their expertise and knowledge in the field of VTE, were interviewed for the study.ResultsNo one felt directly responsible for VTE risk assessment and treatment in acute trusts. There were concerns whether any action takes place based on the risk assessment. Low levels of VTE knowledge existed throughout the system.ConclusionsOur study highlights the importance of continuous training to prevent VTE risk assessment being considered a tick box exercise and for clinicians to understand the significance of the procedure to ensure that VTE preventative measures are administered. It is essential that acute trust staff acknowledge that VTE prevention is the responsibility of everyone involved in a patient's care. Concerns remain around prophylaxis treatment, administration and contraindications.