Project ACCEPT (Achieving Creative & Collaborative Educational Preservice Teams) represents an initiative at Northern Illinois University, where special and general education preservice teachers are joined in a voluntary project featuring an enhanced curriculum and field experiences in inclusive classrooms. Participants receive intensive preparation in use of assistive technologies, functional behavioral assessment, and instructional accommodations as well as experience designing lesson plans that include features of universal design. This article describes the specific features of the Project ACCEPT curriculum and outcomes for the first year of implementation.

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Taking a modular or embedded approach to EBP may have little impact on students' final EBP profiles. However, careful consideration should be given to the timing of related course features which may play a key role in students' perceptions of their knowledge and skills in its application. Further research should explore how curriculum-design might build on students' initial positive attitudes towards EBP and its use in their practice.

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The aim of the study was to examine how clinical supervision impacts on staff development within acute paediatric care settings. The author analysed existing work, definitions and understanding of clinical supervision and explored the experiences of clinical supervision on staff working in paediatric wards and the effect of the clinical supervision on staff development. The first part of this study was quantitative and involved participants who were registered child health nurses and non-registered nursing staff (n=24). The second part was a qualitative study, involving registered child health nurses (n=4) and non-registered staff (n=2). The research was carried out at two acute paediatric wards at two hospitals comprising one NHS Trust. The research incorporated a mixed-method approach. Initially a quantitative study using the Likert scale of measurement was conducted inviting all participants of clinical supervision to be involved. Secondly, a qualitative study, informed by phenomenology, was conducted using semi-structured interviews. While the image of clinical supervision continues to require embedding within nursing culture, positive effects of clinical supervision on paediatric staff development such as reflection on practice, autonomy and problem solving, are experienced by the participants. Development, as a result of clinical supervision, occurs both on a personal professional level and on a team level. Further study into the view of managers on the importance of clinical supervision and the role of the supervisor is required.