Psychosocial skills are recognised as core competences for fertility nurses. A relational conceptualisation of patient's experiences, living with and through infertility, provides further information for the development of staff and enhanced knowledge and practice skills.

Without clear consensus, health professionals must be careful when using the term "wellbeing". To help inform healthcare policy and practice, we offer a starting point for a richer concept of wellbeing in the context of dementia that is multi-faceted to include positive dimensions of caregiving in addition to recognized aspects of burden. Standardized and robust measurements are needed to enhance research and there may be benefit from developing a more mixed, blended approach to measurement.

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The Scottish Government has recently accepted the recommendations of the Scottish Funding Council to move towards a coherent tertiary education and skills system. This is one where colleges and universities in Scotland accelerate and deepen their collaboration to provide fair, flexible, and sustainable learner journeys.This paper provides a timely summary and analysis of what is known about the lived experiences of those involved in making effective transitions from college to university in Scotland. Previous project work has identified this transition as problematic, suggesting an academic 'deficit model' of college students transitioning to university. This qualitative research synthesis seeks to move beyond this to identify common themes from published literature to inform learning and teaching practice in both colleges and universities in Scotland. These themes include the sectoral, academic, personal and logistical factors that influence making effective transitions. We raise key topics for discussion in relation to the development of a coherent tertiary sector:(1) Responsibility for Transition, (2) Alignment between Colleges and Universities and, (3) Widening Participation. While our findings will have clear implications for those in the Scottish sector, more broadly it also has implications for all those considering relationships in, and between, further and higher education.

In considering the impact on Learning and Teaching of the move to Technology Enabled Education (TEE) in response to the pandemic, the University of Stirling commissioned a report to establish priorities for future learning spaces and practices. Reporting in December 2020, the Sustainable Learning and Teaching @ Stirling project reflected on the progress made since March and provided recommendations for future developments. The project made use of a forward-looking approach influenced by Appreciative Inquiry (Cooperrider & Srivastva, 1987) as a method of evaluation based on success, enhancement and progress.  The report highlighted the early adopters at Stirling: an expert core of staff within Academic Development and Learning Technology who designed, created and delivered a coherent programme of staff development activities and resources (Supporting Online Learning and Teaching at Stirling - SOLT) to support colleagues in developing or re-developing learning and teaching materials for Autumn 2020. This core also created and cultivated new communities of practice: Faculty Champions (academic staff) to share best practice, and Students as Partners in Learning to provide meaningful feedback to staff on online modules prior to the semester starting.  This paper looks forward from the report: exploring the impact, challenges and opportunities for academic developers and considering in particular what a possible narrative of ‘Stirlingness’ might look like. We are often there – on the sidelines (Green & Little, 2013) - working with others to shape a community of practice in supporting learning and teaching but what is our narrative in all of this? As two academic developers who shaped and developed the institutional approach described here, we will draw on the method of ‘dialogic play script form’ (Wyatt & Gale, 2018) to explore our own perspectives on the sudden and transformative enhancement process we have experienced this year. We aim to show future opportunities for academic development, with potential value in and for the changing role of the academic developer (Bamber, 2020).