This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractThis article sets out the findings from research on the impact of a, UK based, chefs in schools teaching programme on food, provenance, health, nutrition and cookery. Professional chefs link with local schools, where they deliver up to three sessions to one class over a year.The research measured the impact of a standardised intervention package and changes in food preparation and consumption as well as measuring cooking confidence. The target group was 9 -11 year olds in four schools.The main data collection method was a questionnaire delivered two weeks before the intervention and two weeks afterwards. There was a group of four matched control schools.Those taking part in the intervention were enthused and engaged by the sessions and the impact measures indicated an intention to change. There were gains in skills and confidence to prepare and ask for the ingredients to be purchased for use in the home. Following the session with the chef, the average reported cooking confidence score increased from 3.09 to 3.35 (by 0.26 points) in the intervention group -a statistically significant improvement. In the control group this change was not statistically significant. Children's average reported vegetable consumption increased after the session with the chef, with the consumption score increasing from 2.24 to 2.46 points (0.22 points) again, a statistically significant increase with no significant changes in the control group.The research highlights the need to incorporate evaluation into school cooking initiatives as the findings can provide valuable information necessary to fine-tune interventions and to ensure consistency of the healthy eating messages.

Type and quality of revisions made by students between first and final drafts of a state writing test were scored using a revision taxonomy. Scorers categorized revisions first by unit (e.g., word, phrase, sentence), and then by type (e.g., addition, substitution, spelling). They then evaluated the impact of each revision on the readability of the final draft as “improved,” “decreased,” or “neutral.” Descriptive analyses revealed three major findings. First, in terms of unit changes, word revisions were the most prevalent (approximately 40%) across students in Grades 5 and 8. Second, when coding for type of revision, substitutions accounted for approximately 45% of all revisions, while revisions classified as “additions” had the most positive impact on students' final drafts (i.e., positively impacting readability 66% to 76% of the time). An interesting third finding was the relationship between rate of writing and score on the writing test: Students in special education with Individualized Education Programs goals in writing made approximately the same number of revisions per 100 words as students in the general population but wrote 100 words less, on average.

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The sharing of experiences in advanced practice nursing clinical courses allows for application of core principals to different facets of practice, with the potential to promote discussions beyond the course objectives, create opportunities for mentoring, foster critical thinking, and facilitate change and socialization into advanced practice. A pilot test of online, directed journaling, an innovative sharing and reflection strategy, was incorporated in a two-quarter community health advanced practice nursing clinical course in an attempt to enhance clinical learning. Six female graduate nursing students completed the journaling. A 10-item evaluation measure demonstrated that the online journaling strategy was highly effective and valuable for the students. An assessment of the journaling entries found multiple examples of discussion, mentoring, critical thinking, and socialization. Innovative online strategies should become the standard for sharing in advanced practice nursing education.

Nurses and unlicensed assistive personnel on 2 medical-surgical units were asked about their perceptions regarding patient falls. Their responses reflect learned helplessness and a lack of nurse empowerment that are relevant findings as nurse executives work to decrease patient falls.