Knowledge and expertise about safeguarding children and child protection are both essential skills for schoolteachers. Since 2004, specific learning about these topics has been included in the curricula for undergraduate and postgraduate trainee teachers. This article explores the development of child protection education and learning for trainee teachers at the University of the West of England, and reflects on some of our experiences, learning to date and student feedback. Child protection education is a feature of all undergraduate and postgraduate trainee teacher courses at this university. Our model differs from others as it is embedded in face-to-face learning which is led by four professionals from relevant disciplines: education, health, police and social work. Evaluations have been mostly positive, and it is intended that such reflections might be helpful to other higher education institutions, local authorities and schools in informing the development of their curricula. KEY PRACTITIONER MESSAGES• Safeguarding and child protection training is a vital aspect of education for trainee teachers.• An interprofessional team including a teacher, children's nurse, police officer and social worker is able to model respectful collaboration and communication required for professional practice in this area.• Trainee teachers appreciated meeting the range of professionals in the training context as it enabled them to discuss issues of concern in a safe environment.
During the past decade an increasing number of children whose deaths are planned, have died in their own homes. Smaller numbers die in hospitals and children's hospices. A minority of parents has always taken their child home with them after death from hospital or hospice. A survey was carried out to identify the numbers of children who are taken home in this way from selected hospitals and children's hospices in Southern England and South Wales. Information was sought on current policies and practices and the views of professionals. Replies from 20 units suggest that fewer than 10 per cent of children are taken home. Seven of the units had written policies and these generally had a higher rate of taking home. All hospitals/hospices should have a bereavement policy sensitive to the unique needs of children and families and including guidance on taking the child home should they wish to.
Children's nursing has developed rapidly over the last 50 years and continues to be a dynamic process. In many respects children's nursing educators, together with their practice colleagues, have been central to these developments. There is concordance that all children have the right to the highest standards of care and this especially applies to the small numbers who die; however, the management of dying children continues to challenge all involved. The reasons for this may relate in part to deficiencies in death education for student children's nurses. This paper reports on a qualitative study that explored delivery of death education by a small number of UK children's nursing lecturers. The results and recommendations presented here may help to inform death education, and ultimately help to facilitate high-quality care for dying and bereaved children and their families.
During the past decade an increasing number of children whose deaths are planned, have died in their own homes. Smaller numbers die in hospitals and children's hospices. A minority of parents has always taken their child home with them after death from hospital or hospice. A survey was carried out to identify the numbers of children who are taken home in this way from selected hospitals and children's hospices in Southern England and South Wales. Information was sought on current policies and practices and the views of professionals. Replies from 20 units suggest that fewer than 10 per cent of children are taken home. Seven of the units had written policies and these generally had a higher rate of taking home. All hospitals/hospices should have a bereavement policy sensitive to the unique needs of children and families and including guidance on taking the child home should they wish to.
This year-long project involved 26 academy school students aged 13-15 years taking an active role in selecting from candidates for children's nursing places at the University of the West of England. Meticulous planning, preparation, debriefing and awareness of safeguarding needs were all needed. Further aspects relating to increased pressures on academic time, recruitment and preparation of university student supporters, and project funding, also required attention. Some candidates reported the inclusion of school students to be challenging; others found it helpful in clarifying their career aspirations. The project has run for three years and further evaluations could measure the efficacy of this initiative to candidate selection. Other institutions may wish to consider adopting this or a similar approach.
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