Handwriting - a forgotten language skill?

Handwriting currently has a low status and profile in literacy education. This paper examines the situation of current handwriting pedagogy in England and considers why handwriting efficiency has been neglected. The paper goes on to identify a number of studies located in the domains of special needs and psychology which re-evaluate the role of handwriting efficiency. These studies suggest that handwriting is more than just motor skill and may make a very important contribution to children's composing of text. Existing research into the way handwriting efficiency affects composing suggests that further research, more appropriate assessment and focused intervention could all make a significant contribution to children's writing progress and might positively affect the progress of the many boys who struggle with writing throughout the primary school years

Resources page

This edition of the Evidence Based Nursing (EBN) resources page is focused on further information to support the editorial by Alison Twycross and Jane Wray 'NHS (National Health Service (NHS) England Long-term Workforce Plan: Can this deliver the workforce transformation so urgently needed or is it just more rhetoric?

Factors affecting the programme completion of pre-registration nursing students through a three year course: a retrospective cohort study

© 2017 Students who leave pre-registration nurse education having failed to complete remain a concern for higher education institutions. This study identifed factors influencing completion using a retrospective cohort analysis to map student characteristics at entry against Year 3 completion data. The study was set in a nursing faculty in a higher education institution in northern England. Data were collected between 2009 and 2014 with five cohorts of students participating (n = 807). Multinomial logistic regression was used to model the dependent variable Progression Outcome with categories of; completion and non-completion (academic and non-academic reasons). Predictors included cohort, programme, branch, gender, age on entry, ethnic group, disability status, domicile, change of home postcode, change of term-time postcode, entry qualifications, previous experience of caring, and dependents. Age on Entry and Domicile or alternatively Dependents and Domicile emerged as statistically significant (p  <  0.05) in the multivariable analysis. Older students were less likely to be lost from the programme, as were students who lived locally at all times and those with dependents. There is currently little reliable, consistent information on nursing student attrition, progression and completion. This study contributes to the evidence base by identifying some of the factors that may contribute to successful programme completion

Exploring a national book-gifting scheme: parents' and children's reactions

Several early learning programmes have targeted children’s reading, particularly their relationships with books. One, Bookstart, provided free books to babies attending their 8-month health check at local clinics. Study of this programme suggested that it led to an improvement in language performance upon school entry. Booktime continues from Bookstart and involves the donation of a book pack to 5-year-old children in their first school term. This paper reports an evaluation of the impact of Booktime on the views about, and enjoyment of, reading, of participating children and on the views of parents/carers about helping their children with reading

Pre-service teachers undertaking classroom research: developing reflection and enquiry skills

This paper reports on the development of reflectiveness and research skills in eight preservice teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to consider what this reflection on practice might offer to the education of teachers in the current UK training context. The context for the paper was a project which engaged pre-service trainee teachers in researching the proposition that automaticity in handwriting plays a role in facilitating composing processes and that the automaticity of early writers can be trained. Some outcomes of the project for pupils are reported. Of the 39 children targeted in the project, 32 made significant progress in their performance on the handwriting automaticity test. The focus in the present paper is, however, on the participating trainee teachers and the paper suggests that conducting research was a significant learning event for these pre-service teachers and that, through working together, they were able to analyse their development as researchers and their learning during the research process. At a time when the English government views teacher training as a method of school improvement and the effectiveness of training is measured through its immediate impact on pupil outcomes, this study offers an example of how shared research can offer positive learning outcomes for pupils, develop the reflective thinking of pre-service teachers through researching a real problem, and develop links across a range of school and university setting

NHS England long-term workforce plan: Can this deliver the workforce transformation so urgently needed or is it just more rhetoric?

The long-awaited NHS England workforce plan1 (the plan) was launched in June 2023 by the Prime Minister (Rishi Sunak) and NHS England CEO (Amanda Pritchard) and heralded as: "The first comprehensive workforce plan for the NHS, putting staffing on a sustainable footing and improving patient care. It focuses on retaining existing talent and making the best use of new technology alongside the biggest recruitment drive in health service history"

‘A fifty mile round trip to change a lightbulb’: An exploratory study of carers’ experiences of providing help, care and support to families and friends from a distance

While the role of carers has been widely investigated, the experiences of those who care from a distance have been little explored, especially in the United Kingdom. However, contemporary patterns of family life suggest that this may be a significant experience for many. This exploratory study employed an anonymous online survey, conducted April–November 2017, to collect data about specific issues (experiences, challenges and satisfactions) faced by carers living at a distance requiring at least 1hr travel time (each way) from the person they support. One hundred and twenty-eight participant responses were analysed. Qualitative (thematic) analysis identified that ‘distance carers’ carry out multiple care tasks, both when with, and apart from, the person they care for. Distance creates specific challenges for carers who have to work to ‘bridge the distance gap’ and who cannot ‘just drop in’ and see the person they support. Distance further exposes carers to emotional, financial and temporal demands. The use of technologies or the availability of a wider support network may support distance carers, and some explore the viability of relocation. However, these potential support strategies were identified as ‘fragile’ and at risk of breaking down. Despite the challenges identified, distance carers also reported satisfactions derived from supporting their relative/friend. While the numbers of those providing distance care are unknown, this research suggests that this is a significant carer group, whose needs should be recognised in health and social care policy, practice and research