Sarah H. Annesley

Nursing needs policy, it provides the context to nurses' practice, roles, and knowledge and frames patients' day-to-day lives. This article defines what is meant by policy and what influences its development. With the use of health policy examples, the implications for nursing are explained and ideas on how policy is implemented in practice set out. As health is a devolved issue policy comparisons are made between the four regions of the UK. Finally, the implications of current policy change on nursing roles and skill mix shows how future developments in the nursing profession are being directed.

Wound care is increasingly nurse led. This article describes the types and causes of wounds, the six domains needed for systematic wound assessment and the principles nurses can apply to ensure evidence-based wound care. The author argues for the importance of a patient-focused approach in the care of people with chronic and acute wounds. It highlights, when specialist referral may be needed and presents a case study explaining the difficulties of managing a patient with a wound at the end of life. Nurses care for people with wounds in a broad range of clinical settings and it is a real challenge to provide optimum patient outcome (wound healing) and a positive patient experience.

The use of peer teaching has been recognised as a valuable teaching and learning strategy in higher education. It has been used in nursing as an adjunct to lectures and to support learning in clinical practice. Despite a developing literature there is limited understanding of its use for teaching about research. This educational project aimed to increase understanding of the effects of peer teaching of research in an undergraduate nursing programme. A convenience sample of 151 third year student ‘learners’ were recruited from three campuses across a School of Nursing, Midwifery and Health in Scotland. Students were asked to complete a questionnaire evaluating nine peer teaching sessions delivered by seven separate peer ‘tutor’ presenters, i.e. honours students (two students repeated their presentations). Five peer ‘tutors’ participated in a focus group to discuss their experience of teaching and personal learning. Results indicated that the student learners’ understanding of research and its relevance to clinical practice had been enhanced. These findings resonated with the peer ‘tutors’ intentions of helping other students to make that connection through the presentation of their work. In conclusion, peer teaching of research helped undergraduate nursing students learn about research and it assisted the peer ‘tutors’ to consolidate their learning, develop teaching skills and confidence.