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Mathematics Learning Support (MLS), which is available in the majority of Higher Education Institutions (HEIs) in Ireland and the UK, is traditionally available only to students of those institutions. In this paper, we describe a drop-in model of MLS at Maynooth University (MU) which has been available for secondary school students since 2009. This service is mainly staffed by volunteer undergraduate trainee teachers. Their feedback, the main focus of this paper, which has been collected over ten years, indicates that this experience has had a positive impact on their teaching practice. School students are also very positive about the support and MU enthusiastically endorses the service. We conclude that there are no obvious downsides to the provision of this type of support and we believe that more institutions should consider making it available. [ABSTRACT FROM AUTHOR]

State labour inspection has been relatively underresearched in economic and labour geography, despite its prospective role in tackling worker exploitation as part of national state regulatory strategies. This paper seeks to address this gap by critically examining state labour inspection as a government function capable of upholding labour standards within and across economic space. A key contribution of the paper is to make stronger connections between workers' spatial strategies and their ability to shape how labour inspection and standards enforcement is carried out. Focusing upon the UK and Ireland, we examine different ways in which some labour-friendly groups have sought to contest but also to support state labour inspection efforts with a view to protecting workers. [ABSTRACT FROM AUTHOR]

A broad range of health professionals can obtain the authority to prescribe in the UK upon successful completion of an accredited non-medical prescribing programme. Since the Covid-19 pandemic, many approved education institutions have adopted more permanent blended approaches to their programmes. This literature review aims to explore blended approaches to delivering postgraduate education to health professionals, with a view to improving the performance and satisfaction of students undertaking non-medical prescribing programmes. Seven papers were selected from a database search; five were research literature and two practice literature. The results suggest that social constructivism and laying a 'foundation' for effective study are key to student satisfaction. Advising students to engage with the provider's Virtual Learning Environment before a programme commences, dividing students into small groups that are designed to create communities of practice, scheduling face-to-face activities to provide early opportunities for social interaction and further research are recommended to enhance education for non-medical prescribers. [ABSTRACT FROM AUTHOR]

Purpose: Sociometric studies and adult reports have established that children with Language Disorder (LD) are at risk of peer relationship difficulties. However, we have limited knowledge of how children with LD understand friendship, whom they deem as a good or bad friend, and what role their friendship concepts play in their relationships with peers. This exploratory study aimed to conduct a qualitative investigation into the friendship concepts that children with LD hold and to explore their strategies for making friends. Methods: We conducted multiple, art‐informed interviews on the topic of friendship with 14 children with LD at the age of 6–8 years. Participating children were based in the United Kingdom and Republic of Ireland. They attended enhanced provision, specific speech and language classes and mainstream classrooms. We used framework analysis to map children's responses to Selman's (1979) developmental model of interpersonal understanding, which espouses a theory of children's social development within the context of peer relationships. Results: The understanding of friendship formation in children with LD varied from physical presence to mutual support and sharing. Children's ideas about a good/bad friend represented the lowest developmental stage. Participants from the mainstream classroom demonstrated the highest stages of interpersonal understanding. Children with LD did not mention their language abilities as a barrier to making friends. Conclusion: There are limited studies exploring friendship directly from children with LD, and this study provides insights into this gap, by utilising art‐informed interviews. Children's immature understanding of a good/bad friend points towards a potential susceptibility to false friends, which we suggest needs further empirical validation. We also found that children with LD did not pay attention to their language difficulties when making friends, which raises questions about the ways diagnoses are shared with children. WHAT THIS PAPER ADDS: What is already known on the subject: Children with Language Disorder (LD) are at risk of peer relationship difficulties. Studies to date are based on sociometrics and adult reports. Only a few studies employ participatory approaches to research with children, directly engaging children with LD when exploring their friendships What this paper adds: This paper directly asks children with LD about their understanding of friendship and strategies for making friends.Physical proximity and play are important to children.s understanding of friendship especially in recognising good and bad friends. This indicates potential reasons for children with LD being susceptible to false friendsAdditionally, children with LD do not perceive language and communication as a barrier to making friends. What are the potential or actual clinical implications of this work?: Concepts around friendship and good/bad friends should be routinely assessed and targeted (if appropriate) in interventions. The study highlights the need to continue discussing practices around sharing diagnoses with children with LD. [ABSTRACT FROM AUTHOR]

Copyright of ABEI Journal: The Brazilian Journal of Irish Studies is the property of Associacao Brasileira de Estudos Irlandeses and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: This paper is a report of an ICSH review of policies and practices for internal quality control (IQC) policy for haematology cell counters among regulatory bodies, cell counter manufacturers and diagnostic laboratories. It includes a discussion of the study findings and links to separate ICSH guidance for such policies and practices. The application of internal quality control (IQC) methods is an essential pre‐requisite for all clinical laboratory testing including the blood count (Full Blood Count, FBC, or Complete Blood Count, CBC). Methods: The ICSH has gathered information regarding the current state of practice through review of published guidance from regulatory bodies, a questionnaire to six major cell counter manufacturers (Abbott Diagnostics, Beckman Coulter, Horiba Medical Diagnostic Instruments & Systems, Mindray Medical International, Siemens Healthcare Diagnostics and Sysmex Corporation) and a survey issued to 191 diagnostic laboratories in four countries (China, Republic of Ireland, Spain and the United Kingdom) on their IQC practice and approach to use of commercial IQC materials. Results: This has revealed diversity both in guidance and in practice around the world. There is diversity in guidance from regulatory organizations in regard to IQC methods each recommends, clinical levels to use and frequency to run commercial controls, and finally recommended sources of commercial controls. The diversity in practice among clinical laboratories spans the areas of IQC methods used, derivation of target values and action limits used with control materials, and frequency of running commercial controls materials. Conclusions: These findings and their implications for IQC Practice are discussed in this paper. They are used to inform a separate guidance document, which proposes a harmonized approach to address the issues faced by diagnostic laboratories. [ABSTRACT FROM AUTHOR]

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change. [ABSTRACT FROM AUTHOR]

Women working in sports media contend with unwanted attention during their careers, extending beyond evaluations of their knowledge to encompass judgements of their appearances and emotional management. Using Banet-Weiser's framework of popular feminism, within the 'economies of visibility', this research explores the experiences and strategies of women in sports media as they navigate increased -visibility. Working as a researcher-insider, the first author conducted semi--structured interviews with seven women working in sports media (early career to 35 years' experience), working in the UK and/or Ireland, across TV, radio, print and/or online formats. Collaborative reflexive thematic analysis by both authors resulted in the construction of two themes around 'heightened visibility' (including a subtheme of standing out) and 'blending in'. The findings indicate that while women are increasingly visible in the industry, the gender dynamics and conditions of the sports media workplace have not progressed to the same extent. [ABSTRACT FROM AUTHOR]

Open research practices seek to enhance the transparency and reproducibility of research. While there is evidence of increased uptake in these practices, such as study preregistration and open data, facilitated by new infrastructure and policies, little research has assessed general uptake of such practices across psychology university researchers. The current study estimates psychologists' level of engagement in open research practices across universities in the United Kingdom and Ireland, while also assessing possible explanatory factors that may impact their engagement. Data were collected from 602 psychology researchers in the United Kingdom and Ireland on the extent to which they have implemented various practices (e.g., use of preprints, preregistration, open data, open materials). Here we present the summarized descriptive results, as well as considering differences between various categories of researcher (e.g., career stage, subdiscipline, methodology), and examining the relationship between researcher's practices and their self-reported capability, opportunity, and motivation (COM-B) to engage in open research practices. Results show that while there is considerable variability in engagement of open research practices, differences across career stage and subdiscipline of psychology are small by comparison. We observed consistent differences according to respondent's research methodology and based on the presence of institutional support for open research. COM-B dimensions were collectively significant predictors of engagement in open research, with automatic motivation emerging as a consistently strong predictor. We discuss these findings, outline some of the challenges experienced in this study, and offer suggestions and recommendations for future research. Estimating the prevalence of responsible research practices is important to assess sustained behaviour change in research reform, tailor educational training initiatives, and to understand potential factors that might impact engagement., (© 2024 The Authors. British Journal of Psychology published by John Wiley & Sons Ltd on behalf of The British Psychological Society.)

This paper is a description of the ICSH guidance for internal quality control (IQC) policy for blood cell counters. It follows from and links to a separate ICSH review for such policies and practices. The ICSH has gathered information regarding the current state of practice through review of published guidance from regulatory bodies, a questionnaire to six major cell counter manufacturers and a survey issued to 191 diagnostic laboratories in four countries (China, the Republic of Ireland, Spain, and the United Kingdom) on their IQC practice and approach to the use of commercial IQC materials. This has revealed diversity both in guidance and in practice around the world. There is diversity in guidance from regulatory organizations in regard to IQC methods each recommends, clinical levels to use and frequency to run commercial controls, and finally recommended sources of commercial control materials. The diversity in practice among clinical laboratories spans the areas of IQC methods used, derivation of target values, and action limits used with commercial control materials, and frequency of running commercial controls materials. These findings and their implications for IQC Practice are addressed in this guidance document, which proposes a harmonized approach to address the issues faced by diagnostic laboratories. [ABSTRACT FROM AUTHOR]

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

This paper examines the inner debate in Basque nationalism resulting from the Easter Rising between 1916 and 1918. Basque nationalists firmly believed that the Irish Revolution would affect the British war effort, the outcome of the Great War and hence Basque political vindication itself. The official nationalist leadership and its organ, Euzkadi, supported Great Britain, arguing a British military triumph in Ireland and in the Great War would bring a worldwide era of autonomy for national minorities. Pro-independence militants, however, not only expressed solidarity and outspoken support towards the rebels, but also associated their victory with a post-war scenario favourable to independence movements. This study focuses on the two competing Basque nationalist interpretations as presented in the media. Simultaneously, traditionalist parties (i.e. Carlists and Integrists) exacerbated nationalists’ differences in order to weaken a direct political rival. [ABSTRACT FROM AUTHOR]

This paper compares social policy responses to the cost-of-living crisis in the United Kingdom (UK) and Ireland. In seeking to protect citizens from an inflationary shock, a series of fundamental social policy questions arise. What would the aims of support packages be? To what extent should support be universal or targeted? If targeted, did existing policy architectures facilitate or frustrate the targeting of support? As the scale and persistence of the inflationary shock became evident, smaller and near-universal responses gave way to larger support packages with a greater reliance on targeting. Social security systems played an important role in policy responses, though often by passporting one-off payments rather than a strengthening of these core programmes. Passporting led both to improved distributional outcomes vis-à-vis the more universal elements but created new administrative challenges and led to rough justice in some circumstances. The reliance on one-off payments underlined the temporary nature of policy responses. [ABSTRACT FROM AUTHOR]

Once considered a scientific, technocratic activity, marine governance has shifted from a top down, state directed process toward participatory and deliberative approaches. In parallel, there has been increasing acknowledgment of the need to consider the human dimensions of marine and coastal issues, and the role of citizens in delivering the sustainable management and protection of the marine environment. By doing so, a more complete understanding of the complex relationship between society and the sea may be achieved. Research has shown that marine practitioners recognise that higher levels of civic involvement and citizenship in the management of the marine environment would be beneficial. Despite this, questions are raised as to whether existing governing institutions, legal structures, and planning instruments enable this to readily happen in practice. This paper explores the extent to which existing marine governance instruments are positioned to engender a society of marine citizens to meaningfully engage with marine stewardship behaviours in the UK and Ireland. A multi-phased research approach critically analyses existing relevant legislation, legal and policy frameworks, focusing on themes associated with the human dimensions of marine governance, including marine stewardship. This evaluation highlights a limited inclusion of terms relating to marine stewardship nationally, but recognises the foundations are there a more strategic and cognisant recognition of human-ocean relationships within marine governance across a range of scales and contexts. • Marine governance has shifted from a top-down to a more participatory process. • Practitioners recognise a need for higher civic involvement and citizenship. • Research critically analyses existing instruments for human dimensions. • Recommendations call for explicit inclusion of people in marine governance. [ABSTRACT FROM AUTHOR]

Many children with developmental language disorder (DLD) have emotion recognition and regulation difficulties, but there are currently no known interventions enhancing emotional awareness in this population. This study explores the impact of parents' perspectives regarding children with DLD emotional understanding through a parent-led online emotion recognition (ER) intervention. Ten parents of children with DLD aged 6–11 participated in the study. A nonconcurrent multiple baseline design was employed, allowing for a rigorous analysis of changes in parental beliefs over time. Weekly data were collected through the Parents' Beliefs About Children's Emotions Questionnaire. Interviews were also conducted to gain deeper insights into parents' perceptions regarding the ER skills of their children. Results indicated that parents' beliefs about the need for guiding and supporting their child's ER skills increased over the intervention. Interviews also supported this, and three main themes were generated. The intervention program increased parents' awareness of (a) the importance of ER for children with DLD, (b) emotion-focused communication and engagement with their child, and (c) the integration of emotions into daily life. This study is the first known study that explores parents' beliefs about children with DLD ER skills, highlighting the importance of supporting parents through accessible interventions. [ABSTRACT FROM AUTHOR]

Background: Preconception health has the potential to improve parental, pregnancy and infant outcomes. This scoping review aims to (1) provide an overview of the strategies, policies, guidelines, frameworks, and recommendations available in the UK and Ireland that address preconception health and care, identifying common approaches and health-influencing factors that are targeted; and (2) conduct an audit to explore the awareness and use of resources found in the scoping review amongst healthcare professionals, to validate and contextualise findings relevant to Northern Ireland. Methods: Grey literature resources were identified through Google Advanced Search, NICE, OpenAire, ProQuest and relevant public health and government websites. Resources were included if published, reviewed, or updated between January 2011 and May 2022. Data were extracted into Excel and coded using NVivo. The review design included the involvement of the "Healthy Reproductive Years" Patient and Public Involvement and Engagement advisory panel. Results: The searches identified 273 resources, and a subsequent audit with healthcare professionals in Northern Ireland revealed five additional preconception health-related resources. A wide range of resource types were identified, and preconception health was often not the only focus of the resources reviewed. Resources proposed approaches to improve preconception health and care, such as the need for improved awareness and access to care, preconceptual counselling, multidisciplinary collaborations, and the adoption of a life-course approach. Many behavioural (e.g., folic acid intake, smoking), biomedical (e.g., mental and physical health conditions), and environmental and social (e.g., deprivation) factors were identified and addressed in the resources reviewed. In particular, pre-existing physical health conditions were frequently mentioned, with fewer resources addressing psychological factors and mental health. Overall, there was a greater focus on women's, rather than men's, behaviours. Conclusions: This scoping review synthesised existing resources available in the UK and Ireland to identify a wide range of common approaches and factors that influence preconception health and care. Efforts are needed to implement the identified resources (e.g., strategies, guidelines) to support people of childbearing age to access preconception care and optimise their preconception health. [ABSTRACT FROM AUTHOR]

Introduction: This exploratory literature review seeks to examine the literature around commissioning processes in the co‐production of health and care services, focusing on two questions: How do health and care commissioning processes facilitate and/or pose barriers to co‐production in service design and delivery? What are the contextual factors that influence these processes? Method: A systematic search of three databases (Medline, Public Health and Social Policy and Practice) and a search platform (Web of Science) was conducted for the period 2008–2023. A total of 2675 records were retrieved. After deduplication, 1925 were screened at title and abstract level. Forty‐seven reports from 42 United Kingdom and Ireland studies were included in the review. A thematic synthesis of included studies was conducted in relation to the research questions. Results: The review identified one overarching theme across the synthesised literature: the complexity of the commissioning landscape. Three interconnected subthemes illuminate the contextual factors that influence this landscape: commissioners as leaders of co‐production; navigating relationships and the collective voice. Conclusion: Commissioning processes were commonly a barrier to the co‐production of health and care services. Though co‐production was an aspiration for many commissioners, the political and economic environment and service pressures meant that it was often not fully realised. More flexible funding models, longer‐term pilot projects, an increased emphasis in social value across the health and care system and building capacity for strong leadership in commissioning is needed. Patient and Public Contribution: Patients and the public did not contribute to this review as it was a small piece of work following on from a completed project, with no budget for public involvement. [ABSTRACT FROM AUTHOR]

Simple Summary: For dogs and their owners to live in harmony, owner expectations and the behaviour of their dogs need to be aligned. Limited socialisation can contribute to the development of undesirable behaviours, so the reduced socialisation opportunities for many puppies during the COVID-19 lockdown is a concern. This United Kingdom/Republic of Ireland study used data collected between May 2016 and November 2022 to examine the impact of age and lockdown phase (pre-, during, and post-) on the types of socialisation experiences of 8-to-19-week-old puppies and the recency of socialisation experiences of 6-month-old puppies. The findings showed that puppies under 19-weeks had more types of experiences as they aged, and during pre-lockdown compared to post-lockdown, but not between other lockdown phases. Most 6-month-old puppies had met new adults or dogs, familiar dogs, or children within the last 1–7 days, regardless of lockdown phase. However, during lockdown, 6-month-old puppies experienced longer periods between meeting new adults in their homes. Overall, lockdown had a smaller impact on socialisation experiences than expected, but the quantity and quality of these experiences may have been affected. Future research will explore whether these early-life experiences relate to adult behaviour as the dogs in the study grow older. Limited socialisation can contribute to the development of undesirable dog behaviours. The COVID-19 lockdown potentially limited socialisation opportunities, which may negatively impact the future behaviour of puppies raised during lockdown. Data were gathered from longitudinal study participants in the United Kingdom/Republic of Ireland via multiple questionnaires between May 2016 and November 2022. The impact of age and lockdown phase (pre-, during, and post-) on the types of socialisation experiences of 8-to-19-week-old puppies and the recency of socialisation experiences of approximately 6-month-old puppies were examined. Puppies under 19-weeks had significantly more types of socialisation experiences (from a predefined list) as they aged, and pre-lockdown compared to post-lockdown, but not between other lockdown phases. Most 6-month-old puppies had met a new adult or dog outside the household, a familiar dog, and/or a child within the last 1–7 days, and this was similar between lockdown phases. During lockdown, 6-month-old puppies experienced longer periods between meeting a new adult in their home. Puppies were hypothesised to have had fewer experiences during lockdown, but this was not found. However, the quantity and quality of these experiences may have been affected. Future research within this longitudinal study will explore relationships between the timing and type of experiences had by puppies and their subsequent behaviour. [ABSTRACT FROM AUTHOR]

Background: Providing informed consent for trials requires providing trial participants with comprehensive information about the trial, including information about potential risks and benefits. It is required by the ethical principle of respecting patient autonomy. Our study examines the variation in the way information about potential trial benefits and harms is shared in participant information leaflets (PILs). Methods: A total of 214 PILs and informed consent forms from clinical trials units (CTUs) and Clinical Research Facilities (CRFs) in Ireland and the UK were assessed by two authors independently, to check the extent to which they adhered to seven recently developed principles. Discrepancies were resolved by a third. Results: Usage of the seven principles varied widely between PILs regardless of the intended recipient or trial type. None of the PILs used more than four principles, and some (4%) used none. Twenty-seven per cent of PILs presented information about all known potential harms, whereas 45% presented information on all known potential benefits. Some PILs did not provide any potential harms or potential benefits (8%). There was variation in the information contained in adult and children PILs and across disease areas. Conclusion: Significant variation exists in how potential trial benefits and harms are described to potential trial participants in PILs in our sample. Usage of the seven principles of good practice will promote consistency, ensure informed ethical decision-making and invoke trust and transparency. In the long term, a standardised PIL template is needed. [ABSTRACT FROM AUTHOR]

Background: Multiple sclerosis (MS) is a leading cause of non-traumatic disability in young adults. Accumulating evidence indicates early diagnosis and early treatment improves long-term outcomes. However, the MS diagnostic pathway is increasingly complex, and delays may occur at several stages. Factors causing delays remain understudied. We aim to quantify the time taken for MS to be diagnosed, and characterise the diagnostic pathway and initial care provided, in the United Kingdom (UK) and Republic of Ireland (ROI). Methods: Delays In MultiplE Sclerosis diagnosis (DIMES) in the UK and ROI is a multicentre, observational, retrospective study that will be conducted via the Neurology and Neurosurgery Interest Group (NANSIG) collaborative network. Any hospital in the UK and ROI providing an MS diagnostic service is eligible to participate. Data on consecutive individuals newly diagnosed with MS between 1st July 2022 and 31st December 2022 will be collected. The primary outcomes are 1) time from symptoms/signs prompting referral to neurology, to MS diagnosis; and 2) time from referral to neurology for suspected MS, to MS diagnosis. Secondary outcomes include: MS symptoms, referring specialties, investigations performed, neurology appointments, functional status, use of disease modifying treatments, and support at diagnosis including physical activity, and follow up. Demographic characteristics of people newly diagnosed with MS will be summarised, adherence to quality standards summarised as percentages, and time-to-event variables presented with survival curves. Multivariable models will be used to investigate the association of demographic and clinical factors with time to MS diagnosis, as defined in our primary outcomes. Discussion: DIMES aims to be the largest multicentre study of the MS diagnostic pathway in the UK and ROI. The proposed data collection provides insights that cannot be provided from contemporary registries, and the findings will inform approaches to MS services nationally in the future. [ABSTRACT FROM AUTHOR]

Aim: To gain a deeper understanding of what is important to nurses when thinking about shift patterns and the organisation of working time. Design: A cross‐sectional survey of nursing staff working across the UK and Ireland collected quantitative and qualitative responses. Methods: We recruited from two National Health Service Trusts and through an open call via trade union membership, online/print nursing profession magazines and social media. Worked versus preferred shift length/pattern, satisfaction and choice over shift patterns and nurses' views on aspects related to work and life (when working short, long, rotating shifts) were analysed with comparisons of proportions of agreement and crosstabulation. Qualitative responses on important factors related to shift preferences were analysed with inductive thematic analysis. Results: Eight hundred and seventy‐three survey responses were collected. When nurses worked long shifts and rotating shifts, lower proportions reported being satisfied with their shifts and working their preferred shift length and pattern. Limited advantages were realised when comparing different shift types; however, respondents more frequently associated 'low travel costs' and 'better ability to do paid overtime' with long shifts and 'healthy diet/exercise' with short shifts; aspects related to rotating shifts often had the lowest proportions of agreement. In the qualitative analysis, three themes were developed: 'When I want to work', 'Impacts to my life outside work' and 'Improving my work environment'. Reasons for nurses' shift preferences were frequently related to nurses' priorities outside of work, highlighting the importance of organising schedules that support a good work‐life balance. Relevance to Clinical Practice: General scheduling practices like adhering to existing shift work guidelines, using consistent and predictable shift patterns and facilitating flexibility over working time were identified by nurses as enablers for their preferences and priorities. These practices warrant meaningful consideration when establishing safe and efficient nurse rosters. Patient or Public Contribution: This survey was developed and tested with a diverse group of stakeholders, including nursing staff, patients, union leads and ward managers. Reporting Method: The Strengthening the Reporting of Observational Studies (STROBE) checklist for cross‐sectional studies was used to guide reporting. [ABSTRACT FROM AUTHOR]

Background: Transgender people may avoid seeking medical care due to previous negative experiences and fear of discrimination. Clinical laboratories can contribute to a poor patient experience and clinical outcome when the design and functionality of laboratory information management systems (LIMS) do not consider the needs of transgender patients. This survey aimed to capture current practices in United Kingdom and Republic of Ireland clinical laboratories concerning how transgender patient data and test requests are managed throughout the total testing process. Methods: An anonymous survey was distributed to clinical laboratory professionals in November 2021. Thirty-three questions covered how gender variables are recorded for transgender patients and used to inform gender-specific calculations, test access, and reference intervals (RIs). Results: Of the 66 respondents, 70% were based in laboratories in England, with a majority of laboratories having ISO 15189 accreditation and processing 1000–10,000 blood samples daily. Eighty-five percent stated that their LIMS had a single field recording sex or gender information. Forty-three percent did not limit test access based on gender, but 68% did not append RIs for patients with unknown or indeterminate gender. Conclusions: This survey was the first to quantify how clinical laboratories manage sex and gender information and report results for transgender and non-binary patients, and details several key recommendations based on the survey responses. [ABSTRACT FROM AUTHOR]

Background: Patient and public involvement (PPI) is a critical priority in research, policy, academia and advocacy organizations. PPI in dementia research is gaining momentum. However, these efforts are missing in international projects aimed at those living with advanced dementia in long‐term care (LTC) homes. Additional complexities can arise in enacting PPI within the context of integration of a palliative approach to care and experiences around end‐of‐life in (EOL) dementia. The mySupport study involved implementing the Family Carer Decision Support (FCDS) intervention for care partners of those living with advanced dementia in LTC in six countries. Research Design and Objective: An interpretive description study was conducted to explore the perspectives of international researchers from six countries on engaging people with lived experiences of dementia and EOL care in research processes. The findings from this study informed the development of a PPI strategy and a subsequent toolkit for the FCDS intervention. Findings: Thirty‐eight interviews were completed with project researchers: 12 from the United Kingdom, 8 from Canada, 7 from Ireland, 4 each from Italy and The Netherlands and 3 from the Czech Republic. Four broad themes describe international researchers' perspectives on advancing methods of engagement for people with lived experiences of dementia and EOL in international PPI activities: (1) Groundwork to engage in research; (2) planning for research activities is key; (3) focus on meaningful engagement and (4) having foresight for practical issues shaping PPI. Discussion and Implications: International projects that involve PPI can present many sources of challenges. The findings in this study highlight important considerations for foundational work for incorporating PPI in international projects. Learning from world leaders and those with lived experiences in various regions can be insightful and help share tools and resources. Patient or Public Contribution: PPI was envisioned as a critical part of conducting the mySupport study. The findings from this study informed the development of a PPI strategy and an international Strategic Guiding Council that included family carers of those living with advanced dementia in LTC homes in six countries. This manuscript focused on the perspectives of researchers on their engagement with people with lived experiences of dementia and EOL. The perspectives of persons with lived experiences on engaging in the mySupport research study will be reported in a forthcoming manuscript. [ABSTRACT FROM AUTHOR]

Mushrooms support the Irish economy, with a farm gate value of roughly EUR 130 million in 2022 and with 80%–85% of Irish production exported to the United Kingdom. In order to apply cutting edge technologies and offer creative solutions to increase the shelf life of mushrooms, it is essential to understand the mechanisms of action and preservation effects of the current trends in edible mushroom packaging systems. This review summarises the mechanisms of action for nanopackaging, biodegradable packaging, edible coatings, modified atmosphere packaging (MAP), and active packaging in terms of their enzyme activity, antimicrobial activity, antioxidant activity, and rate of respiration along with the changes in texture, colour, nutritional value, and shelf life of mushrooms reflected in the preservation effects of these packaging systems. SWOT analysis highlights the strengths, weaknesses, and threats of these packaging systems and provides potential opportunities for trialing innovative packaging materials for fresh edible mushrooms in Ireland. [ABSTRACT FROM AUTHOR]

Intersex people suffer human rights abuses and harms because of non-consensual early medical interventions. They have historically been rendered outside of welfare regimes and equality, diversity and inclusion policies, or forcibly subsumed within sex-binaried institutions. This article draws on critical intersex studies to interrogate the policy silences and collusions that have taken place regarding intersex people's suffering. Using Ireland and England as case studies, we show that current formations of equality and diversity policies are inadequate in relation to intersex issues. Analysis of policy documents from Ireland and the UK using Bacchi's method reveals the erasure and/or marginalisation of intersex people, despite some stated commitments to gender and sexual equality. We conclude that there is a pressing need for social policy work around intersex issues and for reform to support intersex people's equality, diversity and inclusion. [ABSTRACT FROM AUTHOR]

Environmental context: Ammonia emissions from inorganic nitrogen fertilisers used in agriculture can impact air quality, human health and ecology. This study quantifies such emissions and their controlling factors from UK and Ireland agricultural soils. Emissions are variable and, from non-urea fertilisers, substantially exceed maximum emission factors used by the UK Department for Environment, Food and Rural Affairs. This suggests that UK emission factors need to be refined further, with consideration of inter alia land-use, fertiliser type, soil pH and chemical inhibitors. Rationale: Ammonia (NH3) emissions from inorganic nitrogen (N) fertilisers applied to agricultural soils have negative implications for environmental quality and human health. Despite this, efforts to reduce NH3 emissions in the UK have achieved limited success. This study aims to provide an overview of NH3 emissions from UK and Ireland agricultural soils receiving N fertilisers, their regulating factors and the potential role of inhibitors in reducing current NH3 losses. Methodology: A systematic literature search was performed to identify relevant experimental data and studies, and the extracted data (total of 298 field fertilisation events) were categorised and analysed systematically. Results: NH3 emissions ranged from −4.00 to 77.00% of applied fertiliser-N lost as NH3. In addition to fertiliser type, NH3 losses were also significantly affected by land-use type and soil pH. Urease and combined urease and nitrification inhibitors significantly reduced emissions by 74.50 and 70.00% compared to uninhibited-urea respectively. Discussion: In addition to fertiliser types, land-use and soil pH were found as factors for consideration as modifiers to the maximum NH3 emission factor (EFmax) values currently used in the UK, in order to improve estimations of NH3 emissions, particularly from non-urea fertilisers. This is imperative as NH3 losses exceeded current EFmax limits, particularly in the case of non-urea fertilisers, by ~34%, implying that NH3 emissions estimated from UK synthetic fertiliser require further refinements. NH3 losses are not completely inhibited, inhibitors cannot be solely relied upon for tackling NH3 emissions from UK and Ireland fertiliser usage and further research is needed into alternative mitigation methods to further reduce NH3 losses. Environmental context. Ammonia emissions from inorganic nitrogen fertilisers used in agriculture can impact air quality, human health and ecology. This study quantifies such emissions and their controlling factors from UK and Ireland agricultural soils. Emissions are variable and, from non-urea fertilisers, substantially exceed maximum emission factors used by the UK Department for Environment, Food and Rural Affairs. This suggests that UK emission factors need to be refined further, with consideration of inter alia land-use, fertiliser type, soil pH and chemical inhibitors. This article belongs to the collection Dedication to Prof. Edward Tipping. [ABSTRACT FROM AUTHOR]

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided 'eye-opening' moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant's lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students' feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change.

National and international hypertension guidelines recommend that adults with young-onset hypertension (aged <40 years at diagnosis) are reviewed by a hypertension specialist to exclude secondary causes of hypertension and optimise therapeutic regimens. A recent survey among UK secondary care hypertension specialist physicians highlighted variations in the investigation of such patients. In this position statement, the British and Irish Hypertension Society seek to provide clinicians with a practical approach to the investigation and management of adults with young-onset hypertension. We aim to ensure that individuals receive consistent and high-quality care across the UK and Ireland, to highlight gaps in the current evidence, and to identify important future research questions., (© 2024. The Author(s).)

Background: It is important to design clinical trials to include all those who may benefit from the intervention being tested. Several frameworks have been developed to help researchers think about the barriers to inclusion of particular under-served groups when designing a trial, but there is a lack of practical guidance on how to implement these frameworks. This paper describes the ACCESS project, the findings from each phase of the project and the guidance we developed (STEP UP) on how to design more inclusive trials., Methods: Development of the STEP UP guidance had five phases: (1) Scoping literature review, (2) 'roundtable' discussion meetings, (3) redesign of trials, (4) interviews and (5) guidance document development, with input from public contributors and the ACCESS team., Results: Over 40 experts contributed to the ACCESS project-patients and the public, clinicians, NHS research staff, trialists and other academics. The scoping review identified several strategies being used to improve inclusion, mostly around recruitment settings, but there was little evaluation of these strategies. The 'roundtable' discussions identified additional strategies being used across the UK and Ireland to improve inclusion, which were grouped into: Communication, Community engagement, Recruitment sites, Patient information, Flexibility, Recruitment settings, Consent process, Monitoring, Training for researchers and Incentives. These strategies were used to redesign three existing trials by applying one of the three INCLUDE frameworks (ethnicity, socioeconomic disadvantage, impaired capacity to consent) to one trial each, to produce the key recommendations for the guidance. Issues around implementation were explored in stakeholder interviews and key facilitators were identified: funders requesting information on inclusion, having the time and funding to implement strategies, dedicated staff, flexibility in trial protocols, and considering inclusion of under-served groups at the design stages. The STEP UP guidance is freely available at http://step-up-clinical-trials.co.uk ., Conclusion: Researchers should consider inclusivity to shape initial trial design decisions. Trial teams and funders need to ensure that trials are given both the resources and time needed to implement the STEP UP guidance and increase the opportunities to recruit a diverse population., (© 2024. The Author(s).)

The COVID-19 pandemic brought unplanned service disruption for breast cancer diagnostic, treatment and support services. This scoping review describes these changes and their impact in the UK and the Republic of Ireland based on studies published between January 2020 and August 2023. Thirty-four of 569 papers were included. Data were extracted and results thematically organized. Findings include fewer new cases; stage shift (fewer early- and more late-stage disease); and changes to healthcare organization, breast screening and treatment. Examples are accepting fewer referrals, applying stricter referral criteria and relying more on virtual consultations and multi-disciplinary meetings. Screening service programs paused during the pandemic before enacting risk-based phased restarts with longer appointment times to accommodate reduced staffing numbers and enhanced infection-control regimes. Treatments shifted from predominantly conventional to hypofractionated radiotherapy, fewer surgical procedures and increased use of bridging endocrine therapy. The long-term impact of such changes are unknown so definitive guidelines for future emergencies are not yet available. Cancer registries, with their large sample sizes and population coverage, are well placed to monitor changes to stage and survival despite difficulties obtaining definitive staging during diagnosis because surgery and pathological assessments are delayed. Multisite longitudinal studies can also provide guidance for future disaster preparedness., (© 2024. The Author(s).)

Aim: The aim of this study was to scope communication curriculum reported as currently being delivered within undergraduate children's nursing programmes across the Republic of Ireland and the United Kingdom., Background: Communication between a children's nurse and a child/young person influences a child/young person's healthcare experience. Despite an identified need for a comprehensive and effective communication curriculum within undergraduate nursing, there is a notable gap of understanding of the delivery and content of communication training within children's nursing curricula., Design: A mixed method, online anonymous self-report survey design was adopted., Methods: Programme Leads of undergraduate children's nursing programmes in the Republic of Ireland and the United Kingdom were asked to report on how communication training is delivered to students on undergraduate children's nursing programmes. The Checklist for Reporting of Survey Studies (CROSS) was used for the reporting of this study., Results: Thirty-two programme leads completed the survey (51 % response rate). Findings show variability in the delivery and content of communication training across Higher Educational Institutions. Core communication modules featured across all nursing programmes, however, only two programme leads reported delivering standalone child-centred communication modules. Communication training was not always delivered by an educator with professional experience of children and young people in healthcare. Curriculum capacity had an impact on the delivery of communication training, with clinical practice being relied on to supplement child specific communication training. Programme leads highlighted the need for greater inclusion of child voice in shaping and delivering undergraduate children's nurse education., Conclusions: This study shows that while communication is covered as a core part of the undergraduate nursing curriculum across the Republic of Ireland and the United Kingdom, it generally lacks a focus on children and young people and is not always supported by educators with professional experience of children and young people in healthcare. More work needs to focus on equipping undergraduate children's nurses with the unique skills needed to communicate effectively with children and young people and incorporate learnings into nursing pedagogy., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Harmful Algal Blooms (HABs) are outbreaks of aquatic toxic microalgae emerging as a global problem driven by nutrient enrichment, global climate change and invasive species. We uniquely describe a HAB of unprecedented duration, extent and magnitude during 2023 in Lough Neagh; the UK and Ireland's largest freshwater lake, using an unparalleled combination of satellite imagery, nutrient analysis, 16S rRNA gene sequencing and cyanotoxin profiling. The causative agent Microcystis aeruginosa accounted for over a third of DNA in water samples though common bacterioplankton species also bloomed. Water phosphate levels were hypertrophic and drove local algal biomass. The HAB pervaded the entire ecosystem with algal mats accumulating around jetties, marinas and lock gates. Over 80 % of bacterial DNA isolated from algal mat samples consisted of species associated with wildfowl or livestock faeces and human-effluent wastewater including 13 potential pathogens that can cause serious human illness including: E. coli, Salmonella, Enterobacter and Clostridium among others. Ten microcystins, nodularin and two anabaenopeptin toxins were confirmed as present (with a further microcystin and four anabaenopeptins suspected), with MC-RR and -LR in high concentrations at some locations (1,137-18,493 μg/L) with MC-LR exceeding World Health Organisation (WHO) recreational exposure guidelines in all algal mats sampled. This is the first detection of anabaenopeptins in any waterbody on the island of Ireland. Notwithstanding the ecological impacts, this HAB represented an environmental and public health risk, curtailing recreational activities in-and-around the lake and damaging local businesses. Reducing agricultural runoff and discharge from human-effluent wastewater treatment to manage nutrient loading, and the public health risk, should be the top priority of stakeholders, especially government. Key recommendations include Nature-based Solutions that avoid conflict with the productivity and profitability of the farming sector enhancing sustainability. We hope this stimulates real-world action to resolve the problems besetting this internationally important ecosystem., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier Ltd.)

This paper describes the range of Defence Engagement (Health) (DE(H)) activities between Northern Ireland and Ireland following the Good Friday Agreement in April 1998. Although the Agreement made provision for cross-border cooperation in health, the Omagh bombing of August 1998 energised the discussion to provide greater co-ordination of future responses to mass casualty events. The paper describes these DE(H) activities at the Strategic, Operational and Tactical levels to show the integration across these levels and between the agencies of both governments. The paper shows how a DE(H) programme can have a successful strategic effect by finding topics of mutual interest that can bring together two countries in order to provide an effective health and social care provision. This paper forms part of a special issue of BMJ Military Health dedicated to Defence Engagement (., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. No commercial re-use. See rights and permissions. Published by BMJ.)

UNDERREPRESENTATION OF VOICES FROM PEOPLE WITH INTELLECTUAL DISABILITY IN NURSE EDUCATION: In the Republic of Ireland and the United Kingdom, university level programmes for intellectual disability nurses have traditionally incorporated the perspectives of people with intellectual disabilities but have been delivered by non-disabled educators. Perspectives are interpreted through the lens of the non-disabled person, with the voices of people with intellectual disabilities rarely heard. AN ALTERNATIVE APPROACH: INCLUDING PEOPLE WITH INTELLECTUAL DISABILITY AS EDUCATORS: In this article, an alternative approach is proposed that addresses this problem by including individuals with intellectual disabilities as educators within university programmes. Such inclusion will benefit students, academics, and ultimately the individuals who will receive health and social care from these nurses. Many countries have seen legislative and policy changes promoting inclusion for people with an intellectual disability. These are welcomed, but if they are to have a meaningful impact, societal attitudes and perceptions towards people with intellectual disabilities must be challenged. Drawing upon the concepts of social reconstruction and the ideologies of Paulo Freire and John Dewey, we argue that education can catalyze societal transformation. By including individuals with intellectual disabilities as educators in undergraduate programmes, such as nursing, traditional hierarchies of educators can be challenged, and students can learn from experts with lived experiences. This approach fosters critical thinking, reflection, and the development of authentic and informed healthcare professionals. The experiences of a co-author with a lived experience of intellectual disability as an educator, highlights the positive impact of such inclusion on students' perspectives, understanding, and empathy., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.)

Introduction: Gestational diabetes mellitus and overweight are associated with an increased likelihood of complications during birth and for the newborn baby. These complications lead to increased immediate and long-term healthcare costs as well as reduced health and well-being in women and infants. This protocol presents the health economic evaluation to investigate the cost-effectiveness of Bump2Baby and Me (B2B&Me), which is a health coaching intervention delivered via smartphone to women at risk of gestational diabetes., Methods and Analysis: Using data from the B2B&Me randomised controlled trial, this economic evaluation compares costs and health effects between the intervention and control group as an incremental cost-effectiveness ratio. Direct healthcare costs, costs of pharmaceuticals and intervention costs will be included in the analysis, body weight and quality-adjusted life-years for the mother will serve as the effect outcomes. To investigate the long-term cost-effectiveness of the trial, a Markov model will be employed. Deterministic and probabilistic sensitivity analysis will be employed., Ethics and Dissemination: The National Maternity Hospital Human Research and Ethics Committee was the primary approval site (EC18.2020) with approvals from University College Dublin HREC-Sciences (LS-E-20-150-OReilly), Junta de Andalucia CEIM/CEI Provincial de Granada (2087-M1-22), Monash Health HREC (RES-20-0000-892A) and National Health Service Health Research Authority and Health and Care Research Wales (HCRW) (21/WA/0022). The results from the analysis will be disseminated in scientific papers, through conference presentations and through different channels for communication within the project., Trial Registration Number: ACTRN12620001240932., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Introduction: The need to address increasing numbers of people seeking care, insufficient numbers of physicians, and providing high-value and sustainable care has contributed to changing physiotherapy practice across the world, often referred to as advanced practice physiotherapy. Currently, there is no internationally standardized competency and capability framework to support advanced practice physiotherapy., Objectives: This scoping review has two aims; 1) To identify and map out the competencies of advanced practice physiotherapy available in the literature. 2) To develop a competency and capability framework by mapping the competencies identified from the review., Design: The Arksey and O'Malley framework and the PRISMA Scoping review methodology were used. Databases searched included CINAHL Plus, MEDLINE Ovid, PubMed, and Scopus. The competency and capability framework was developed through a narrative synthesis approach., Results: Nineteen documents were included in the final review, with 13 grey literature (government reports, policy documents, thesis) and six research papers. Included publications came from the United Kingdom, Ireland, Australia, New Zealand, and Canada. The included documents covered predominantly musculoskeletal practice (n = 17). The others focused on cardiorespiratory care, incontinence and pelvic health. Through narrative synthesis, 27 competencies and capabilities were identified and grouped under seven domains., Conclusion: The synthesis of this scoping review provides the first competency and capability framework for advanced practice physiotherapy that integrates competencies and capabilities from five different countries. With the expansion of advanced practice physiotherapy, the framework developed from this review is the first step towards international recognition, standardization and consistency of education and training of practitioners. CONTRIBUTION OF THE PAPER., (Copyright © 2023 Chartered Society of Physiotherapy. All rights reserved.)