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The term 'service user' is an amorphous concept that can refer to a variety of groups. It refers to people who use or have used a service, or to the carers or parents of service users, or it can be used to refer to lay people, the public or non-professionals. It can also be used to refer to all or any combination of these. To maximise the potential of simulation, it is crucial to involve service users: their inclusion in the co-design of simulations, alongside patient educators and participatory decision-makers, provides invaluable input from a patient perspective. They also make an important contribution by portraying patients in the scenarios within which students interact, providing perspectives based on real-life experiences, offering students an insight into how patients could respond. Such an approach to designing simulations as part of nursing education will help develop professionals who are more patient-centred, culturally competent and more responsive to patient needs. [ABSTRACT FROM AUTHOR]

Diabetic foot ulceration affects up to 34% of the global diabetic population as a result of poor glycaemic control. Complications resulting from diabetic foot ulceration can be complex, expensive and challenging. It is important for risk factors to be recognised early and for regular assessment to take place. Streamlining a coordinated approach that enhances communication and guides treatment approaches can help to improve wound outcomes. [ABSTRACT FROM AUTHOR]

Stroke is one of the leading causes of death and disability in the UK. Every year, it is estimated that over 100 000 people in the UK experience a stroke, equating to one every 5 minutes (National Institute for Health and Care Excellence, 2023a). Beyond the immediate health implications, strokes have a profound impact on survivors, their families, and the healthcare system. Nurses play a pivotal role in every stage of care for those that have had a stroke, from the acute management to rehabilitation. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand how the use of a structured framework can assist you when are breaking bad news • To appreciate the importance of providing a suitable physical environment when engaging in challenging conversations • To learn how to respond to emotional reactions by patients and family members when breaking bad news Rationale and key points: Breaking bad news is a fundamental yet challenging aspect of the role of healthcare professionals, including nurses. This article provides a step-by-step framework that nurses can use when delivering bad news and having challenging conversations with patients and/or families. • Preparation is important to ensure that challenging conversations are carried out in a suitable physical environment and with family members and/or friends present as appropriate. • Using a framework can aid nurses when undertaking challenging conversations, ensuring that all necessary aspects of the process are incorporated. • Nurses need to manage the expectations of patients and family members and respond appropriately to their emotional reactions. Reflective activity: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article may help you to deliver bad news using a step-by-step framework in your practice. • How you can use the information in this article to communicate effectively and address emotional distress when breaking bad news. [ABSTRACT FROM AUTHOR]

Healthcare degrees routinely provide interprofessional learning (IPL) opportunities for trainees to prepare them for practice. This study explored the use of simulated patient videos within IPL to develop student empathy and interprofessional readiness. A series of simulated patient videos were created for the clinical topics: diabetes, dementia, asthma, and falls. The videos followed each patient's disease trajectory over a sixto-18-month period. Pharmacy, nursing, occupational therapy, paramedic, and physiotherapy students, who attended the IPL teaching sessions, were asked to complete the Jefferson Empathy Scale for Health Professional Students (JSE-HPS) and the Readiness for Interprofessional Learning Scale (RIPLS) at the beginning and end of each IPL session. Students were also invited to attend a focus group. Mean total JSEHPS and RIPLS scores significantly increased. Students described the patient videos as reflective of real-life, engaging, and memorable. The IPL facilitated student learning and developed positive perceptions of each profession. [ABSTRACT FROM AUTHOR]

The article focuses on the adaptation of nursing education in the UK during and after the COVID-19 pandemic, emphasizing the use of virtual simulated placements to supplement traditional clinical experiences. Topics include the benefits of virtual placements such as providing a safe environment for skill development, enhancing student learning outcomes through interactive simulations, and addressing challenges in securing sufficient clinical placements.