Increased use of online delivery for nursing education necessitates course designs that promote student interaction and foster community. Teaching and learning practices that include technologies and are supported by theoretical constructs promote best practices for online instruction. [J Nurs Educ. 2018;57(4):245-249.].

Background: Contemporary teaching and learning pedagogy commands interprofessional collaboration among allied professions such as nursing and social work, two professions that have a natural inclination to partner in the workforce. Method: Nursing and social work students participated in a structured simulated learning experience where they demonstrated their respective professional practice skills in a supported learning environment while working collaboratively to assess one of two patient types: high-fidelity or simulated. Results: Both groups expressed initial worry during prebriefing but articulated their appreciation for and usefulness of working with the other profession. Future collaboration includes learning about respective professional roles, more direction regarding the professional handoff, and prior exposure to the appearance and functionality of high-fidelity patient types in an effort to establish best strategies for partnership. Conclusion: Interprofessional collaboration diverges from the silo effect, leading to collegiality among affiliated professionals, as well as increased patient safety and improved patient outcomes. [ J Nurs Educ . 2019;58(2):110–113.]

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Background and objective: In the clinical setting, health care professionals are expected to work in teams, yet, there is limited academic exposure to other allied health students and little preparation is done in traditional classrooms to practice with other allied health students. As health professionals work in an environment influenced by social interaction, interprofessional simulation (IPS) instruction may lack necessary frameworks that support professional practice. To promote collaborative learning in IPS that takes into account real interprofessional clinical situations, Bandura’s social learning theory was used as the guiding framework for this pilot simulation study.Methods: Conventional content analysis, as used in study designs to describe a phenomenon, allowed for the flow of categories to be derived from standardized debriefing sessions with nursing and social work students (N = 24).Results: Qualitative data identified three themes capturing students’ voices: effective and efficient patient care, team appreciation, and early implementation of simulation.Discussion and conclusions: Outcomes of this pilot study support the integration of a guiding framework in designing IPS for nursing and social work education that takes into account the social nature of the clinical environment through observed action and replicated behavior for requisite interprofessional skills for clinical practice.

Background There is a steady increase in the number of people dying within the walls of forensic institutions across the world. This escalation is, to a large extent, because of an aging population. There is a need to explore how palliative care can be delivered in these settings where, historically, security has been the main focus. Objective The aims of this study were to explore staff experiences of providing palliative care in a forensic mental health unit and to establish the subjective significance of those experiences. Method A qualitative, descriptive, case study approach was used. This study examined staff perspectives of provision of palliative care to a long-term service user who had been diagnosed with a life-limiting illness and who subsequently died. Interviews were analyzed using codebook thematic analysis. Results There were nine in-depth interviews with staff who were involved in the service user's care. Analysis resulted in five main themes: intrinsic dignity, “It was out of our depth,” “It's just the way these places are,” “Hospital was the practical place,” and specialist services. Conclusion If equitable access to palliative care is a human right, then it is essential that individuals in secure care with mental illness are able to access palliative care services that are responsive to their needs. Forensic mental health services need to be proactively prepared for the inevitability that people will die in their care.