This paper explores the importance of interaction in the online

The nursing shortage triggered by retiring nurses is expected to affect all areas of nursing but particularly specialized nursing areas, such as perioperative units. In addition, the perioperative environment is a difficult place for novice nurses to fit in. Many factors contribute to making the OR environment stressful, and novice nurses often feel the effects of not being readily accepted into the social culture of the OR. Leaders in the OR department of a busy trauma center with a large number vacancies, an inability to recruit experienced perioperative nurses, and difficulty retaining new nurses redesigned the orientation process with the intent of recruiting high quality RNs, improving the nurse retention rate after orientation, and making the perioperative area a positive learning environment. The new process is a consistent, structured program that includes AORN's Periop 101: A Core Curriculum, dedicated preceptors, daily feedback and goals for orientees, regular meetings for new staff members, and increased inclusion of existing staff members.

A dramatic, pedagogical shift has occurred in recent years in educational environments in higher education, supported largely by the use of ubiquitous technologies. Increasingly, emphasis is being placed on the design of new learning spaces, often referred to as ''Next Generation Learning Spaces'' (NGLS) and their impact on pedagogy. The traditional idea of ''classroom'' now incorporates the use of both physical and virtual space. Increasing availability of digital technologies has enabled access by teachers and students to a wider range of communication and information that can now be incorporated into the formal learning process. This change has meant a greater focus on the design and use of flexible learning spaces, more use of blended learning approaches and more personalised, individualised learning opportunities for students. While many such classrooms have been built and used in universities globally, only a few formal studies have been reported on how these spaces are used by both teachers and students. This article focuses on a pilot study of the use by academic staff and students of a next generation learning space Á the Pod Room Á and makes recommendations for further research into the effectiveness of new learning spaces in universities.

BackgroundMost people want to die at home but only half do. Supporting patients in rural locations is challenging. Video calls such as Skype, might help but are not routinely used; we should consider learning needs to increase uptake and ensure effective use. We aimed to identify learning needs of healthcare professionals (HCPs) in using video calls to support patients (and their carers) to die at home.MethodsFace-to-face workshops were held in five Southwest England locations. Participants discussed advantages, disadvantages, scenarios for use, and the learning needs of video call users. Ideas were documented on flipcharts and discussions audio-recorded. The 116 participants included nurses, allied HCPs, doctors and previously bereaved volunteers. Lists of advantages, disadvantages, scenarios and learning needs were compiled and circulated to participants. In a subsequent online workshop, 21 participants ranked seven groups of learning needs in priority order.ResultsMost participants thought video calls could be used to advantage in many end-of-life scenarios, especially in rural areas. Seven themes, covering 59 learning needs for HCPs, were identified (in priority order): (i) confidence and technical ability in using video calls; (ii) being aware of how video calls fit into clinical practice; (iii) managing video calls; (iv) communication skills on ‘camera’; (v) understanding how patients and families may be affected by video call use; (vi) presenting video calls as an option to patients and families to assess their readiness; (vii) normal professional skills that become essential for effective video calls.ConclusionsAlthough almost ubiquitous, video call software is not routinely and effectively used in British clinical practice. Supporting patients and families at end-of-life is one example where it could be used to advantage, but clinicians need to plan and practise before using it in real situations. Learning needs were identified that could be developed into learning modules and/or courses.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0657-6) contains supplementary material, which is available to authorized users.

The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at an Australian university. An initial collection of Snapshots was made available to academic staff on the University's web site in early 2006. This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment. The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues. It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers' everyday teaching practice.