Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy

Changes in symptomatology, reinfection, and transmissibility associated with the SARS-CoV-2 variant B.1.1.7: an ecological study

Background The SARS-CoV-2 variant B.1.1.7 was first identified in December, 2020, in England. We aimed to investigate whether increases in the proportion of infections with this variant are associated with differences in symptoms or disease course, reinfection rates, or transmissibility. Methods We did an ecological study to examine the association between the regional proportion of infections with the SARS-CoV-2 B.1.1.7 variant and reported symptoms, disease course, rates of reinfection, and transmissibility. Data on types and duration of symptoms were obtained from longitudinal reports from users of the COVID Symptom Study app who reported a positive test for COVID-19 between Sept 28 and Dec 27, 2020 (during which the prevalence of B.1.1.7 increased most notably in parts of the UK). From this dataset, we also estimated the frequency of possible reinfection, defined as the presence of two reported positive tests separated by more than 90 days with a period of reporting no symptoms for more than 7 days before the second positive test. The proportion of SARS-CoV-2 infections with the B.1.1.7 variant across the UK was estimated with use of genomic data from the COVID-19 Genomics UK Consortium and data from Public Health England on spike-gene target failure (a non-specific indicator of the B.1.1.7 variant) in community cases in England. We used linear regression to examine the association between reported symptoms and proportion of B.1.1.7. We assessed the Spearman correlation between the proportion of B.1.1.7 cases and number of reinfections over time, and between the number of positive tests and reinfections. We estimated incidence for B.1.1.7 and previous variants, and compared the effective reproduction number, Rt, for the two incidence estimates. Findings From Sept 28 to Dec 27, 2020, positive COVID-19 tests were reported by 36 920 COVID Symptom Study app users whose region was known and who reported as healthy on app sign-up. We found no changes in reported symptoms or disease duration associated with B.1.1.7. For the same period, possible reinfections were identified in 249 (0·7% [95% CI 0·6–0·8]) of 36 509 app users who reported a positive swab test before Oct 1, 2020, but there was no evidence that the frequency of reinfections was higher for the B.1.1.7 variant than for pre-existing variants. Reinfection occurrences were more positively correlated with the overall regional rise in cases (Spearman correlation 0·56–0·69 for South East, London, and East of England) than with the regional increase in the proportion of infections with the B.1.1.7 variant (Spearman correlation 0·38–0·56 in the same regions), suggesting B.1.1.7 does not substantially alter the risk of reinfection. We found a multiplicative increase in the Rt of B.1.1.7 by a factor of 1·35 (95% CI 1·02–1·69) relative to pre-existing variants. However, Rt fell below 1 during regional and national lockdowns, even in regions with high proportions of infections with the B.1.1.7 variant. Interpretation The lack of change in symptoms identified in this study indicates that existing testing and surveillance infrastructure do not need to change specifically for the B.1.1.7 variant. In addition, given that there was no apparent increase in the reinfection rate, vaccines are likely to remain effective against the B.1.1.7 variant. Funding Zoe Global, Department of Health (UK), Wellcome Trust, Engineering and Physical Sciences Research Council (UK), National Institute for Health Research (UK), Medical Research Council (UK), Alzheimer's Society

Computer mediated simulation learning opportunities

Market approaches have effected both the health care and higher education sectors in Australia. As a result of changes to funding the nursing profession has had to develop strategies in an effort to continue to provide adequate under-graduate nursing education. Specifically, new education challenges have occurred due to the shortage of experienced clinical nursing staff and reduced supply of clinical placements for undergraduate students. In light of the market forces we discuss computers as providers of simulation learning opportunities and a viable means of responding to the constraints and improving undergraduate nurse education.<br /

Influences of spatial practices on pressure ulcer management in the context of spinal cord injury

Nursing practice is significantly influenced by the type and use of space in which nursing is practised. While investigating current patterns of service delivery for the management of pressure ulcers from the perspective of people with spinal cord injuries and their families, the space in which care was delivered was identified as a central determinant of care. Qualitative methods were used to investigate consumer perspectives among patients residing in both metropolitan and rural communities who had been hospitalized for the management of pressure ulcers. Issues related to the spatial practices of the hospital are discussed, demonstrating a link between well-being and the creation of an appropriate caring milieu. It is concluded that service could be improved markedly if health-care professionals placed more consideration on the impact of space on their service delivery. <br /

Self-managing versus self-management: reinvigorating the socio-political dimensions of self-management

In Australia, self-management predominantly refers to education programmes that, theoretically, equip people with chronic disease with the necessary information and skills to manage their own healthcare, maintain optimal health, and minimize the consequences of their condition. These programmes are designed, and often delivered, by practitioners. Our research has demonstrated that for consumers, self-management involves navigating and responding to a myriad of information sources and experiences, many of which originate in their own lived bodily experiences and personal knowledge. In contrast to this organic and dynamic version of self-managing that is naturally practised by consumers, common practitioner and policy representations of self-management tend to discount consumer agency and overlook the daily ways in which people manage their own body, experiences and health choices. We argue that if the self-management movement is to tackle health inequalities (rather than creating new ones), health professionals and policy-makers must examine the potentially damaging assumptions that are inherent in contemporary self-management discourse

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy