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A cross-sectional survey of 54 nursing lecturers and 244 students using modularized curriculum and analysis of curriculum documentation indicated that only 3 of 13 modules refer explicitly to reflective practice. Students identified lectures and group work as strategies for learning reflection; lecturers cited tutorials, groups, and cases. Most lecturers were unclear about the place of reflection in the curriculum. (Contains 22 references.) (SK)

Forests and woodlands worldwide are being severely impacted by invasive Phytophthora species, with initial outbreaks in some cases occurring on host trees located in public parks and gardens. These highly disturbed sites with diverse planting practices may indeed act as harbours for invasive Phytophthora pathogens which are particularly well adapted to surviving in soil. High throughput Illumina sequencing was used to analyse Phytophthora species diversity in soil samples collected from 14 public garden/amenity woodland sites in northern Britain. Bioinformatic analyses revealed some limitations to using internal transcribed spacer as the barcode region; namely reporting of false positives and ambiguous species matches. Taking this into account, 35 distinct sequences were amplified across the sites, corresponding to 23 known Phytophthora species as well as twelve oomycete sequences with no match to any known Phytophthora species. Phytophthora pseudosyringae and P. austrocedri, both of which cause serious damage to trees and are regarded as fairly recent introductions to Britain, were the two most abundant Phytophthora species detected. There was no evidence that any of the detected Phytophthora species were more associated with any one type of host, healthy or otherwise. This study has demonstrated the ubiquity and diversity of Phytophthora species endemic in highly managed, extensively planted soil environments in Britain. Suggested improvements to the methodology and the practical implications of the findings in terms of mitigating Phytophthora spread and impact are discussed. [ABSTRACT FROM AUTHOR]

Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision-making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision-making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion. [ABSTRACT FROM AUTHOR]

Despite its use in medical and health education in several countries, problem-based learning (PBL) has to date not been adopted in undergraduate physiotherapy education in the UK. Most of these physiotherapy curricula incorporate many of the educationally desirable features found in PBL. The question is whether the evidence for PBL is strong enough to justify the costs involved in adopting it on such programmes. The strength of the evidence for PBL was reviewed in relation to required graduate attributes and several aspects of learning theory. Overall the findings were equivocal. The evidence suggests that PBL is preferential to traditional curricular design, but does not seem to meet all the requirements of medical and health education. Adoption of PBL would be positive, but its processes and outcomes may be no more successful than those of other curricular designs that incorporate the same sound educational design features. Comparative research in this area is needed. [ABSTRACT FROM AUTHOR]

Focuses on the recognition of differences between impairment and disability as a key part in promoting human rights in Great Britain. Assertion of humanity and ethics of care; Application of the social model of disability; Discussion on the definition of disability.

Looks at doctor-patient communication in follow-up consultations for patients treated surgically for colorectal cancer in Great Britain. Number of exchanges and length of consultation; Main focus of follow-up consultations; Limitations in general psychosocial exchanges.

Highlights the actual experiences of disabled women who are receiving assistance with daily living activities in Great Britain. Feminist research on informal carers; Research's failure to incorporate old or disabled women into the category of `women'; Dependence and independence; Independent living; Experience of statutory services; Receiving help within personal relationships.

Examines the development of packages for disease management in Great Britain through the partnership between commercial companies and the National Health Service. Definition of commercial packages for disease management; Implication of the partnership; Quality standards used by public sector organizations when considering packages for disease management from commercial companies.

Focuses on the measurement of life expectancy in Great Britain. Identification of health status; Classification of illness states; Rate of general mobility.

Objectives: To 1) describe patterns of use of high-flow nasal cannula therapy, 2) examine differences between patients started on high-flow nasal cannula and those started on noninvasive ventilation, and 3) explore whether patients who failed high-flow nasal cannula therapy were different from those who did not., Design: Retrospective analysis of data collected prospectively by the Paediatric Intensive Care Audit Network., Setting: All PICUs in the United Kingdom and Republic of Ireland (n = 34)., Patients: Admissions to study PICUs (2015-2016) receiving any form of respiratory support at any time during PICU stay., Interventions: None., Measurements and Main Results: Eligible admissions were classified into nine groups based on the combination of the first-line and second-line respiratory support modes. Uni- and multivariate analyses were performed to test the association between PICU and patient characteristics and two outcomes: 1) use of high-flow nasal cannula versus noninvasive ventilation as first-line mode and 2) high-flow nasal cannula failure, requiring escalation to noninvasive ventilation and/or invasive ventilation. We analyzed data from 26,423 admissions; high-flow nasal cannula was used in 5,951 (22.5%) at some point during the PICU stay. High-flow nasal cannula was used for first-line support in 2,080 (7.9%) and postextubation support in 978 admissions (4.5% of patients extubated after first-line invasive ventilation). High-flow nasal cannula failure occurred in 559 of 2,080 admissions (26.9%) when used for first-line support. Uni- and multivariate analyses showed that PICU characteristics as well as patient age, primary diagnostic group, and admission type had a significant influence on the choice of first-line mode (high-flow nasal cannula or noninvasive ventilation). Younger age, unplanned admission, and higher admission severity of illness were independent predictors of high-flow nasal cannula failure., Conclusions: The use of high-flow nasal cannula is common in PICUs in the United Kingdom and Republic of Ireland. Variation in the choice of first-line respiratory support mode (high-flow nasal cannula or noninvasive ventilation) between PICUs reflects the need for clinical trial evidence to guide future practice.