Background:Personal learning environments (PLE) have been shown to be a critical part of how students negotiate and manage their own learning. Understandings of PLEs appear to be constrained by narrow definitions that focus primarily on technological engagement with a range of web tools and associated applications. This paper addresses a gap in the literature around PLEs for students currently enrolled in undergraduate nursing degrees.

Objective: Feedback is a fundamental factor within the learning process for students. However, it is widely known that students generally report that feedback is done suboptimally in higher education. Therefore, this systematic review aims to identify students' needs and preferences for academic feedback in higher education. Design, Data sources, review methods: A systematic review was conducted according to the PRISMA Statement Guidelines. Electronic databases were searched using a range of keywords and the findings were integrated in a narrative synthesis. Quality appraisal was undertaken. Results: 5884 articles were retrieved, and 36 papers included. Three themes emerged across a wide range of academic disciplines which included: 1) preferences for feedback, 2) multimodality feedback and 3) emotional impact. Overall, quality feedback was related to the timeliness of feedback; balance between positive and constructive comments; direct feedback on content; linguistic clarity and legibility; grade justification and feeding forward. Conclusion: This review has informed several important implications for practice uniquely from the students' perspectives. Educators are encouraged to implement the evidence-based preferences for student feedback in their daily practice. Students value multimodality feedback which is personalised to enable students to feed forward in their own individual learning journeys. Future research should explore whether demographic variables influence student feedback needs over time. We would recommend that future studies need to employ a rigorous methodology to avoid the shortcomings in the studies already conducted in this area.

The interview study described here aimed to explore current views of and practice in bereavement care and identify priorities for service development in Scotland. Fifty-nine participants who worked with the bereaved in some way, or whose interest was in bereavement or bereavement care, were interviewed. They represented National Health Service organizations, chaplaincy departments, educational institutions, academic departments, voluntary groups, and other related bodies, such as funeral directors. Transcripts were read repeatedly and initial emerging themes were identified, coded and shared between research team members to reach a consensus for key themes. Priority areas for development were related to raising public awareness, coordination of services, guidance, and professional education.

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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.