The school nursing service plays a crucial role to support young people to meet their health and wellbeing needs (e.g. personal and family illness, sexual health, puberty, and anxieties). Exploration of the experiences of young people regarding their participation in the school nursing service may inform its future development and better support for the health and wellbeing needs of young people. This article aims to outline the important of encouraging young people to participate in school nursing. It discusses legal texts, policy and practice context of the school nursing service, young people's rights to participation and enhanced health and wellbeing. The articles provide an overview of evidence demonstrate the gap in young people accessing the school nursing and draws on literature on how enhance the health and wellbeing needs of young people. The conclusion recaps the main points and identified impact.

In the service sector, there is widespread understanding of how knowledge transfer contributes to increased productivity. However, there is no evidence of the extent to which school nursing services benefit from transfer of externally sourced and internally generated knowledge. This study aims to explore and describe the perception and practice of knowledge transfer in school nursing, and to establish whether school nurses were aware of knowledge repositories and what tools were available for access. The study also aims to generate a knowledge transfer framework and describes the reasons why perceived productivity was low or high within a school nursing service. The study used grounded theory strategy, and with a purposive sampling of 20 participants, data were collected using open questions in semi-structured interviews. The constant comparative analysis techniques were employed to code the data into themes to form conclusions. The coding was supported with the use of QSR NVivo 10 qualitative analysis software. The findings suggest that knowledge exists in the form of best practice, cumulative competence, and expertise in school nursing. However, the absence of a framework to link this knowledge to enhance productivity was highlighted. The study findings have highlighted that there was exasperation with the interface between resource and practice and that structural issues in school nursing services made the transfer of knowledge challenging. In conclusion, school nursing knowledge repositories were variable and lacked frameworks to link to enhanced productivity. School nursing teams and caseload allocation must be reviewed, and performance measured in a systematic manner.

Aim: Responding to areas within NHS workforce plan by providing master's level education for school nursing practitioners Intended learning outcomes: Exposing to students to a range of blended teaching and learning methods to acquire core essential generic skills and interprofessional learning (IPL) throughout the programme. Responding to areas within NHS workforce plan by providing masters level education for school nursing practitioners. Learning skills which are specific to school nursing.

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