Online information is a critical resource for evidence-based practice and patient education. This study aimed to establish New Zealand nurses' access and evaluation of online health information in the primary care context using a postal questionnaire survey; there were 630 respondents from a random sample of 931 nurses. The majority of respondents were satisfied with work access to online information (84.5%, n = 501) and searched for online information at least several times a week (57.5%, n = 343). The major barrier to online information seeking was insufficient time, but 68 respondents had no work online information access. The level of nursing qualification was significantly correlated with computer confidence and information quality checking. A range of information evaluation approaches was used. Most nurses in study accessed and evaluated Internet information in contrast to the findings of earlier studies, but there were barriers preventing universal integration into practice.

INTRODUCTION: This paper discusses the situation of young carers, a population of children, young people and young adults who have received little attention in Aotearoa New Zealand social policy, social work practice and research.METHOD: The authors draw attention to the status and needs of this group through a review of literature and through their reflections, as two English-registered social workers, on practice with young carers in the United Kingdom.FINDINGS AND IMPLICATIONS: The paper argues that young carers are a vulnerable, invisible group who require recognition and respect. Using a children’s rights framework,it is suggested that more attention should be given by social workers to understanding the complexity of this role, and the rights of young carers as children under the United Nations Convention on the Rights of the Child.

Internet health information is used by patients for health care decision making. Research indicates this information is not necessarily disclosed in interactions with health professionals. This study investigated primary health care nurses' engagement with patient online health information use along with the respondents' disclosure of online sources to their personal health care provider. A questionnaire was posted to a random sample of 1,000 New Zealand nurses with 630 responses. Half the respondents assessed patients' online use (n = 324) and had encountered patients who had wrongly interpreted information. Health information quality evaluation activities with patients indicated the need for nursing information literacy skills. A majority of respondents (71%, n = 443) used online sources for personal health information needs; 36.3% (n = 155) of the respondents using online sources did not tell their personal health care provider about information obtained. This study identifies that there are gaps in supporting patient use but more nursing engagement with online sources when compared with earlier studies.

International labour mobility is occurring in social work and isolated studies are beginning to research this topic. This article reports on one aspect of research into the experiences of 'international social workers' (ISWs) in London (UK), namely, the perceptions of the managers who supervise them, with regards to their preparedness, induction and support needs.

No abstract

INTRODUCTION: Heart failure education contributes to effective self-management. New Zealand primary health care nurses’ contributions to heart failure educational activities have not been researched. AIM: To identify primary health care nurses’ heart failure educational activities in terms of duration and frequency, topics covered, resources used and strategies for Maori and other ethnic groups. METHODS: A cross-sectional survey of a random sample of 961 primary health care nurses using a postal questionnaire. RESULTS: Of 630 respondents (65.5%), 369 worked with patients with heart failure and 339 provided heart failure education. One-third of respondents providing education (33.3%; n=113) delivered sessions from 16 to 60 minutes. The main educational topics covered were on the physical aspects of heart failure; prognosis, spiritual/existential and psychosocial topics were least often addressed. One-quarter of the group providing education did not use educational resources (n=86). The majority of respondents reported they would find more education about heart failure useful or very useful (80.2%; n=292), along with nurse practitioner support (64.7%; n=229). Maori-centred services and resources and involving whanau/family in education were the most frequently mentioned Maori-specific education strategies. DISCUSSION: A consistent approach to heart failure education is important to address knowledge gaps in a timely manner. This study affirms the contribution made by primary health care nurses in chronic illness education and highlights the need for further development and investment in ongoing heart failure nursing education and specialist nursing support. KEYWORDS: Health education; heart failure; Maori; nurses; primary health care; self care

This recruitment of International social workers (ISWs) in England has been primarily aimed at 'plugging the gaps' in the child protection services. This paper reports on one aspect of a qualitative research project investigating the post-arrival integration, professional practice and development of 'international social workers' i.e. SWs trained and qualified outside of the UK working in London and the Home Counties. Findings demonstrate that as well as being a challenging professional and work experience this form of labour mobility is a profound life event for most ISWs and, as with human migration in other fields and countries, entails a complex social, emotional and cultural transition. KEY WORDS: International Social Worker, Labour mobility, child protection, England INTRODUCTION:Social work is essentially a 'local activity', rooted in the historical development and current manifestations of national welfare systems and the cultural norms of a given society. However, in the 21 st century 'age of migration', and notwithstanding that the majority of people remain in the countries of their birth (Castles and Millar, 2003), labour mobility is a worldwide phenomenon evident in a wide range of occupations and professions including social work (Bartley et al, 2013).The study reported here was a qualitative research project funded by of the Nuffield Foundation and carried out in South East England from 2011 to2012. The inquiry's aim was to investigate the postarrival integration, professional practice and development of International social workers (ISWs) from the perspectives of both international recruits (28) and social work managers (SWMs) (15) with experience of managing this group of social workers. This paper details the findings from the international social workers in this study i.e. SWs trained and qualified outside the UK and argues that the experience of professional adaptation, acculturation and professional dislocation reported on in other social work focussed cross-national studies (e.g. Fouche et al, 2013), should not be seen independently from the social and emotional dimensions associated with the experience of immigration. The reason for this is that a combination of professional and complex personal factors often forms the motivation for coming to the UK in the first instance, and thereafter provides the reference point through which social workers assess and reflect on their experience of professional practice in the UK, both as a new home (or at least one for now) and as a receiving country. Following is a summary of relevant theory and literature; the findings are then presented and discussed before drawing some conclusions.

The use of technology in social work education is neither new nor without its debates. The conversation has been gradually informing us of the challenges and controversies, as well as benefits in education, practice, policy and research. Yet, in the face of COVID-19 and associated quarantine measures, social work education has been tasked with a fast-paced adjustment to online, and where feasible, hybrid learning. This reflection raises the argument that the pace of organisational adjustment is not always the same as those studying social work. This leaves many students in digital poverty and generates inequality gaps that may need addressing.