Being able to communicate effectively is an essential skill for all nurses. Communication in paediatric end of life care can be challenging for both the student and lecturer as it is a rare experience and challenging to teach. Innovative approaches to teaching communication skills such as role play, simulation and drama have been used; however there is a dearth of literature examining the use of drama in this specialist context. The aim of this study was to explore the effectiveness of a novel workshop in teaching transferable knowledge and skills in palliative, end of life and bereavement care communication to a convenience sample of first year pre-registration nursing students undertaking clinical skills training at a UK university. Qualitative and quantitative data were obtained from pre and post intervention questionnaires exploring student's perception of communication skills. Qualitative data were analysed thematically and quantitative data presented as standard descriptive statistics. The novel communication workshop facilitated students' exploration of how good and poor communication looks and feels and introduced aids to inform communication in clinical practice. Exposure to different learning approaches provided opportunities to both gain confidence in engaging in new learning activities and develop knowledge and skills through purposeful engagement.

Don't talk like that: It's not just what you say but how you say it': The process of developing an Applied Theatre performance to teach undergraduate nursing students communication skills around paediatric end-of-life care Abstract The project aimed to explore the effectiveness of drama and nursing students working collaboratively to develop communication skills based on situations nurses face working with children in palliative and end-of-life care. Interactive theatre techniques were developed in the participatory performance and embedded in Noddings' concept of care education. Based on findings from pre and post intervention student feedback the results demonstrate and exemplify how performance can offer new ways of understanding the caring encounter. Through facilitating re-enactment of their real-life scenarios pre-registration nursing students both discussed and practiced nurse: patient interactions, reflecting on how caring and uncaring communication sounds and feels. Role-play and simulation is not new in training nursing students but the innovative aspect of this project was the way working with drama students enabled participation and reflection through elements of 'Simultaneous Dramaturgy' and 'Forum Theatre' in this paediatric palliative context. Keywords communication skills participatory performance interactive techniques 2 palliative care care education Forum Theatre

Nurses and actors both require the ability to demonstrate empathy in their practice. Mastering communication skills and techniques can inform an empathetic response. This skill is particularly important for nurses working in paediatric palliative and end of life care but there is lack of consensus whether empathy can be taught. The process an actor follows when getting into character incorporates drawing on personal emotive experiences and necessitates being receptive to others on stage in order to 'journey' from listening and empathising to actually being a character. We have translated this practice into the way we teach nursing students to communicate empathy.

In the U.K., 270,705 adults were in contact with drug and alcohol treatment services between April 2019 and March 2020. Within the same time period, 118,995 individuals exited the treatment system, and just over a third (36%) left treatment without completing it. The latter includes individuals declining further treatment and unsuccessful transfers between services. The aim of this study was to explore the factors that affect drug and alcohol treatment uptake within a drug and alcohol service in North East England. A mixed-methods approach was adopted. The exploration of factors affecting treatment uptake was captured through a behavioural insights survey and 1:1 in-depth qualitative interviews with service users within one council area within the North East of England. There were 53 survey participants, and a further 15 participants took part in qualitative interviews. We triangulated data sources to report consistencies and discrepancies in the data. Findings show that treatment services aiming to reduce missed appointments and increase retention rates need to implement several strategies. Consistently distributing appointment cards, using text message reminders, displaying a timetable presenting all treatment options, and displaying information in a format to ensure it is accessible to individuals with lower health literacy and reducing wait times for appointments will all improve appointment attendance.