2014) Visualizing the invisible: applying an arts-based methodology to explore how healthcare workers and patient representatives envisage pathogens in the context of healthcare associated infections, Arts Background: While efforts to enhance healthcare workers' knowledge and behaviours in the prevention and control of healthcare-associated infections (HAIs) have been considerable, little is known about how staff visualize pathogens and their relationship to HAIs. This study, therefore, sought to explore how healthcare workers envisage pathogens in the context of HAIs. Method: Ten hospital-based healthcare workers and two patient representatives participated in a workshop combining risk identification, making activities and in-depth interviews. This methodology was informed by Sullivan's Dimensions of Visualization framework. A descriptive cross-case analysis approach was used to summarize and synthesize the data. Results: Few of the participants reported actively visualizing pathogens in their mind's eye; however, the study elicited mental images of pathogens from all participants and all were able to create related models during the making activity. Conceptions appeared to be influenced primarily by microbiology and infection control campaigns. Conclusion: Our adaptation of Sullivan's Dimensions of Visualization framework proved useful in structuring this initial enquiry and merits wider application and evaluation by qualitative health researchers.

Background: Despite recent UK Governmental policy changes concerning the amount of outdoor, physical activity children are currently engaged in (LTS, 2010), there is a gap in the academic literature concerning children's personal preferences for structured play and learning through physical activity in outdoor environments. Aim and objectives: This research explores the context of residential outdoor learning; with a particular focus on the contribution this experience may have on children's preferences for learning and play through healthy physical activity in the outdoors. Methods: Eco-analysis and Personal Construct Psychology experiments (Catherine Ward-Thompson, 1995) were conducted with twenty children (aged eleven to twelve years), participating in a five-day residential stay at an outdoor learning center in order to ascertain their play preferences before and after their stay. Findings: Analysis of the data indicated that children had a preference for outdoor, physical play activity. However, their usual play typically involved only indoor, sedentary activity (e.g. games consoles and television) whilst at home. Evidence suggests that the desired play of children is being ignored in favor of the "plugged in environments" (Louv, 2005) found in the modern family home. Conclusion: This research highlights the importance of implementing outdoor learning policies and practice into the current UK curriculum on a more regular basis for the benefit of young children's health and physical wellbeing. This article concludes with future recommendations for the implementation of new strategies for outdoor learning providers that would support and extend children's physical activity in the outdoors without destroying their enjoyment, exploration or play.