A culture change would require a show of leadership that would promote and enable combined research, teaching and clinical practice and that would introduce clinical academic career pathways for nurses. Meanwhile, nurse academics should collaborate with established medical academics for whom combined roles are mainstream, and they should take advantage of their established infrastructure for success.

Nurse managers and leaders should ensure empowering work conditions for nurses in order to increase hospitals' quality of patient care.

Higher education faces several challenges including both increased student diversity and the use of technologies. The flipped classroom approach has been proposed as a way to address some of these challenges. This study examined the effects of a flipped classroom trial conducted during a Master's course at the Vrije Universiteit Amsterdam in the Netherlands. Half of the course was taught in a traditional lecture style while the remaining half was replaced by flipped classrooms. Interviews and focus-group discussions were conducted with the students to gather information about their experiences of the flipped classroom. Questionnaires completed by the students, as well as an interview with the tutor, were used to gain further insights into the effects of the flipped classroom on learning processes, such as pre-class preparation and in-class activities. Findings highlight the success of this trial based on the positive feedback from both students and the tutor. In particular, the combination of personalised pre-class learning and peer-learning classroom activities facilitated deeper learning. Surprisingly, even though the overall experience was good, not all students agreed that the flipped classroom contributed to positive learning outcomes, which should be investigated further because such outcomes could differ depending on students' general learning styles and preferences. Moreover, in order to facilitate flipped classrooms on a larger scale, considerable institutional support is required to enable their practical implementation and to provide flexible assessments. Our study thus sheds light on the feasibility of implementing flipped classroom teaching in higher education.

The introduction of Information and Communication Technology (ICT) has been shown to play a role in reinforcing existing social inequalities. This study aims to gain insights into the perspectives, experiences and needs of disadvantaged groups with respect to ICT. In the Netherlands, a relatively large and important group of non-users are mothers with a low socio-economic position (SEP). Little attention has been paid to understanding why mothers with a low SEP scarcely use ICTs. In an explorative participatory study in Amsterdam, using observations, interviews and focus groups, our results show that reinforcing factors related to poverty, motherhood, the complexity of ICT and being first-generation immigrant influence access. The mothers’ needs are multifaceted and go beyond the simple distribution of ICT devices. ICT education should be tailored and integrated into existing social services and the daily lives of the mothers. Moreover, policymakers should pay attention to adapting the online information services to the mothers’ strengths.

The popularity of Participatory Action Research (PAR) increases the risk of tokenism and blurring the boundaries of what might be considered 'good' PAR. This became a pressing issue when we were invited by the City of Amsterdam to conduct PAR on digital inequality with vulnerable citizens in Amsterdam, within serious constraints of time and budget. We decided to take up the challenge to offer citizens an opportunity to share their needs. This paper aims to increase the transparency of the complex reality of a PAR process in order to help new researchers learn about the challenges of PAR in real-life situations, and to open up the discussion on the quality and boundaries of PAR. Though we managed to implement some core ethical principles of PAR in this project, two were particularly under pressure: democratic participation and collective action. These jeopardized collective learning and might unintentionally feed stereotypes regarding people's capabilities. Nevertheless, this small and local study did manage to create ripples for change.