No abstract

No abstract

This article examines three projects in which a Higher Education Institution (HEI) worked in partnership with individual secondary schools to support school self-review. Each project was designed and negotiated to meet the needs of the school. External 'visitors' from the HEI worked alongside teachers to gather evidence and develop critical and reflective dialogue as well as working to identify and explore the perspectives of students/learners and other members of the school community. Evidence was presented back to the schools in a variety of forms, supporting accumulation of knowledge through dialogue. The article's discussion is based on a meeting involving representatives of the HEI and the schools, in which the processes and outcomes of the three projects were examined to consider the values of this kind of approach and the lessons learnt. Issues and challenges both for Higher Education and for schools were identified to foster the use of evidence and dialogue in supporting school improvement.

Information held about patients should be accurate, available to those who need to see it, and yet remain confidential. these three principles, especially the last two, may be difficult to achieve together. Electronic record systems can use sophisticated processes, such as role-Based access, Legitimate relationships, and sealed Envelopes, to enable appropriate security. Use of patient information is covered by legislation, such as the Data Protection act, by guidance, such as the care record Guarantee, and by local information governance processes, such as the caldicott guardian and trust Data Protection Policies. Healthcare professionals must be aware of all these, particularly when keeping information for their own use (e.g. logbooks).

No abstract