Experiences of transition into civilian life after active service differs widely for military personnel. For those who experience issues in this process of transition, life can often be characterized by perceptions of loneliness, social isolation, poor mental well-being, and a functional dependency on alcohol, alongside other negative behaviors, for coping with post-traumatic stress disorder. This research employed action research methodology and the implementation of participatory action research methods. Both facilitated a systematic and pragmatic process of revealing new understandings about how social prescribing could act as a driver of transformation for veterans and their families (51 participants engaged across 18 individual workshops). This iterative exploratory process enabled a guided understanding of complex individual and collectively-shared experiences of veterans transitioning from military back to civilian lives. The facilitated collective arts experiences for veterans and their families were undertaken by specialist artists to foster a sense of active citizenship. The study revealed that participants transitioning from military to civilian life reported an increased sense of well-being because of engaging in collective creative practice. Participants attributed this to the opportunity of learning new skills, gaining a sense of creative expression, and engaging in reflection on their military heritage and contribution to service alongside peers. Knowledge gained from this research enables consideration of how principles of participatory action research may have potential transferability to other similar contexts which serve to support veterans in their transition from military to civilian life.

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This encyclopedia entry provides insight into the justification of pedagogy in the context of extended reality (XR), which itself encompasses virtual reality (VR), augmented reality (AR), and mixed/hybrid reality (MR), and how all have evolved into an ongoing source of complex ambiguity over the last decade, which the COVID-19 pandemic only highlighted and radically exacerbated. Being able to understand and operationalize each in the context of health professions pedagogy and scholarship became a necessity, which few would now ever question but which still raises issues in relation to the practices of risk assessment and management in professional fields of practice such as medicine, nursing, midwifery, and allied health professions practice.

Using the metaphorical wearing of academic cloaks, this chapter centers on an autoethnographic account of a UK female professor. The narrative account illuminates the ways in which feminism and situated culture and context have coalesced, have defined, and continue to define, the scope and parameters of her experiences as a 51-year-old mid-career professional. The spanning of three decades of professional practice from the basis of how organisational context and culture have and continue to both create and impact upon the challenges faced by female members of staff in the institutions within which she has worked. This is discussed alongside the opportunities afforded by being able to transcend signature pedagogies and disciplines as well as the intersectional variables that temporally frame their everyday personal and professional lives.

This article reports on the impact of an educational intervention to raise awareness of the prevention of pressure ulceration as an integral part of the PROACT project. This initiative took place in the north east of England in residential and non-residential care homes from May 2017 to March 2020, with a training programme on the need to raise awareness of the prevention of pressure ulceration delivered between January 2018 and September 2019. In total, 571 participants took part in the project. Of these, 493 (86%) were health and social care staff, including healthcare assistants, and the other 78 (14%) were informal carers. While many participants reported an increased level of confidence following the training programme, many could not bridge the theory–practice gap in terms of being able to articulate how they would prevent the development of pressure ulcers in practice. The study highlights the need for healthcare assistants to refer patients living with the earliest stages of pressure ulceration to other members of the healthcare team. Daily monitoring should include training about the key risk factors of ulceration, such as capacity for movement and being able to walk around, basic skin examinations and the continence status of patients. Training in the importance of monitoring and reporting weight loss, alongside adequate hydration, is also needed.