The ways in which current nurse education is delivered, combined with rapid increases in technological advances in health care, are having a major impact on the delivery of care to patients. This article focuses on one aspect of that care: the establishment, development and maintenance of the therapeutic relationship. The authors argue that the changes in education delivery and the rapid introduction of technologies are contributing to the possible demise of the contemporary nurse-patient relationship and, therefore, the loss of that essence of nursing which is essential to the patients' well-being and the nurses' professional satisfaction. The article explores the requisite knowledge and skills competences essential for the formation of the therapeutic relationship and asks whether these are being impeded by simulated educational activities and the advent of ubiquitous computing. The authors acknowledge the difficulties associated with the assessment of an effective therapeutic relationship and suggest a possible framework in which a performance of understanding of the formation of a therapeutic relationship can be established.

There is growing evidence that incorporating games into education supports active learning and student participation. With that in mind, we created a staff development session that involved a playful learning activity, in which attendees experienced 90's nostalgia, whilst working on an important learning and teaching issue. Based on the British game show, The Crystal Maze, The 'Crys-TEL' maze required attendees to complete a number of challenges as a group to attempt to 'solve' a pressing learning and teaching issue. Using gamification techniques, defined as game design elements in non-game settings, attendees experienced different delivery styles, whilst always working towards the learning and teaching issue they had been asked to consider. In a nod to the original Crystal Maze game show, attendees worked in groups to score points for completing various tasks. The two groups with the most points competed against each other in the final to collect crystals, and ultimately conquer the 'maze'. This article will describe the journey we took from the initial concept through to the delivery of the session, and our reflections and proposed future developments of the Crys-TEL Maze.

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The U.S. National Research Council has called on the science education community to conduct further studies on how informal learning complements the formal classroom environment. Responding to this research need, we are developing, testing, and studying new instructional materials that integrate informal, field-based science learning into elementary teacher education. Us-ing EarthCaching as a model for teaching geosciences, the project team has developed an introductory module and seven field-based EarthCaching activities that connect to the earth and space science core ideas described in the Next Generation Science Standards. The materials are aimed at pre-service elementary teachers; however, they are appropriate for use with early child-hood and special education majors. To date we have piloted the materials over four semesters, gathering feedback through fo-cus groups to inform iterative revisions. Through the redesign process, the team has identified a set of preliminary design prin-ciples to guide other teacher educators interested in integrating EarthCaching into their instruction. These include attention to preparation, safety, and navigation; emphasis on observation, estimation, and prediction; promoting peer group interactions; presenting familiar sites from a new perspective; and highlighting cultural significance. Elementary pre-service teachers in the focus groups noted the value of taking young learners outside to EarthCache, including the opportunity to connect classroom learning to the real world and to teach geosciences locally. We anticipate that integrating informal science learning experiences into a science course for elementary pre-service teachers will increase their positive attitudes towards informal learning and in-tention to use elements of informal learning with their own students.

It is hoped that EuTRiPD can and will have a significant impact on socio-economic and scientific aspects of PD. It is the aim for EuTRiPD to boost the uptake of PD throughout Europe by making PD the obvious choice for patients.