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Background: The aim of this exploratory pilot study was to evaluate student perceptions of a simulation activity involving undergraduate nursing and pharmacy students. The key question was "how do nursing and pharmacy students respond in an immersive collaborative simulation activity which involves medication dosage form modification?" Methods: One hundred nursing students participated in a simulated exercise where patients required medications for which there were barriers to administration. Fourteen pharmacy students were also present in the simulated health environment, observing the work of the nursing students and being available to provide advice regarding medication administration to the nursing students. A mixed methods approach was employed for this exploratory pilot study, where both nursing and pharmacy students were invited to complete a survey regarding the experience at the end of the simulation exercise and pharmacy students completed a reflection. Both surveys and reflections were analyzed. Results: Survey results indicated very high satisfaction regarding the exercise for both pharmacy and nursing students. Analysis of pharmacy student reflections also indicated apprehension regarding their preparedness to contribute to the exercise, enjoyment in participation, their understanding of the value of collaboration between the two groups of students, and also recognition of their need to be more prepared for such situations. Conclusion: This study assessed student perceptions and did not formally evaluate learning outcomes. The interprofessional immersive simulated learning opportunity was viewed as valuable by both nursing and pharmacy students. The immersive simulation provided teaching staff with the opportunity to develop a new approach for the teaching of dosage form modification to both nursing and pharmacy students in an interprofessional setting.

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INTRODUCTION: Learner-centered authentic learning opportunities in health science disciplines can be provided using cases to allow integration of theoretical knowledge across multiple subject areas and development of problem-solving skills. We have previously described the adaptation of the case difficulty cube (CDC), a model from business education, that proposes assignment of case difficulty based on three dimensions (analytical, conceptual, and presentation) in pharmacy education. METHODS: The CDC for use in health science disciplines (modCDC) was evaluated using 13 cases from summative undergraduate pharmacy examinations. Inter-rater agreement (IRA) and inter-rater reliability (IRR) for modCDC ratings were first determined, then a post hoc investigation of the relationship between the modCDC score and student marks was undertaken. RESULTS: First, the IRA for each dimension of the modCDC was adequate for aggregating ratings. IRR was excellent for the conceptual axis, good for the presentation axis, and poor for the analytical axis. Second, analysis of the relationship between the modCDC score and student marks indicated that there was a significant difference between student marks awarded at each level of case difficulty, except for the lower levels of difficulty. The results indicate that the modCDC is a relatively robust tool that could be used to determine case difficulty prior to cases being used in assessments. CONCLUSIONS: The modCDC is a simple tool that can assist academic staff in providing consistent learning opportunities for, and assessment of, pharmacy students at an appropriate level.

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BACKGROUND: An understanding of the determinants of health is essential for all health professionals to be able to contribute to health promotion and disease prevention. METHOD: This project sought to explore first-year students' understanding of determinants of health through a photograph essay assessment. RESULTS: Approximately one third of the students chose to depict social determinants of health, such as poverty and homelessness. Other determinants, such as individual human behavior, physical determinants, and policy, were less frequently selected. Content analysis of the students' photograph essay indicated two themes regarding approaches they believed could be used to improve equity- Education, and The Role of the Government. CONCLUSION: Given the expectations of health professionals to contribute to health promotion and disease prevention in their communities, the findings from this study provide evidence for the need to develop new teaching and learning strategies to more effectively prepare health professional students for the future. [J Nurs Educ. 2018;57(12):756-759.].

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BACKGROUND TO THE DEBATE: In December 2004 three news stories in the popular press suggested that the side effects of single-dose nevirapine, which has been proven to prevent mother-to-child transmission of HIV, had been covered up. Many HIV experts believed that the stories were unwarranted and that they would undermine use of the drug, leading to a rise in neonatal HIV infection. The controversy surrounding these stories prompted the PLoS Medicine editors to ask health journalists, and others with an interest in media reporting of health, to share their views on the roles and responsibilities of the media in disseminating health information.

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