No abstract

The individual, face-to-face tutorial is one means by which academic support can be provided to students in higher education. This mode of tutorial support has been deemed effective but it can be considered labour-intensive, which is a concern in the UK with the recession currently impacting on higher education institutions. Nevertheless, with increasing student fees come higher student expectations. With all UK pre-registration nursing study programmes at degree level and with the emphasis on widening access, students may require additional academic support to ensure success. This study aimed to examine the value of individual, face-to-face tutorials for academic support in nurse education. A descriptive and exploratory design was used, mixing qualitative and quantitative methods. The survey approach employed a web-based, self-completion questionnaire, which was distributed to lecturers and pre-registration student nurses in a UK university. Following analysis of the questionnaire results, students were invited to attend a group interview. Findings highlighted the importance of individual, face-to-face tutorials with qualitative data supplying detailed accounts regarding their value.

The development of national guidance or minimum safe standards specifically for paediatric oncology patients could assist in reducing practice variations. This study was undertaken in children's cancer units where administration of blood products is a daily occurrence. Variations in practice that were identified here are likely to be found in non oncology/haematology settings.

disease (CHD) at home, although CHD may not be taught in pre-registration paramedic courses. Aim: This study set out to explore how much knowledge student paramedics have surrounding CHD; how prepared they feel for managing children with CHD and the extent to which an online multimedia educational package could enhance the preparedness of paramedic students for managing children with CHD. Method: An action research approach was adopted that firstly identified what paramedic students already knew and how confident they felt in managing these children and their families through a Focus Group (n = 8). An online multimedia learning tool was then developed and made available for the students, who were asked to provide feedback via an online questionnaire after completing the activities. Results: The focus group participants were concerned that they did not know where best to take a child with CHD during an emergency. The group expressed that they had very little knowledge about CHD and what knowledge they did have had generally been derived from lay sources. Students also expressed concern about interacting with parents in relation to the parent's expectations, the parents' knowledge of their child's condition and transportation issues. All of the focus group participants completed the online multimedia educational package. However only 4 of the participants (50%) responded to the online evaluation questionnaire despite reminder emails; the results may not therefore be representative of the entire group of participants. Factors impacting upon the completion of the questionnaire will be discussed. Conclusion: There is clearly a need to address paramedic students' knowledge and preparedness for managing children with complex CHD in the pre-hospital setting and communicating effectively with their families. Implications for future development of the educational tool will be discussed. Aims This session will describe the process by which the CAMHS Ministerial Taskforce was set up and the process of its work, with a recap of the outcomes/recommendations coming from that process. The presentation will also allow some reflections on the political process of policy development and how clinicians can be involved in fostering evidence-based policy in healthcare. Methods The political background to the process and the ways in which the taskforce worked will be described, along with the outcomes and likely impact on practice. G31 PROCESS AND OUTCOMES OF THE CAMHS MINISTERIAL TASKFORCE -REPORT AND REFLECTIONS ON THE WAYS IN WHICH CLINICIANS CAN BE INVOLVED IN DEVELOPING EVIDENCE-BASED POLICYResults The taskforce will have reported by the time of the conference and the recommendations for government will have been published. These will be recapped, along with some ideas as to how these will influence commissioning for future specialist CAMHS, impact on primary care and paediatrics, and how the education of future health workforce as well as other professional groups such as social work and school teachers is likely to be influence...