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BACKGROUND: Partnerships for Older People Projects (POPP) was a national initiative in England aimed at improving health, well-being and quality of life (QoL) for older people by developing local services. This development paper reports the key findings of a local evaluation in relation to quality of life, well-being and health-related QoL to provide practical understanding at the local level about what this means in relation to the schemes delivered. OBJECTIVES: To identify the impact of POPP schemes received by older people in Wigan on their QoL and well-being; and establish their feedback on services using local indicators. METHODS: Convenience samples of older people receiving services from three selected 'community facing low level' schemes were recruited over a two-month period. They completed a semi-structured questionnaire at baseline (T1) and at follow-up 6 weeks later (T2). Information was collected on health status and health-related QoL using the EQ-5D, biographical information, overall QoL and well-being as part of the national evaluation and a local indicator, feedback on services. RESULTS: Response rates were 70% (T1 45/64, mean age 72 years) and 43% at T2 (25/58, mean age 55 years). Following receipt of these schemes improvements were found for self care, anxiety and depression, health status and QoL although these differences were not statistically significant due to the small sample size and loss to follow-up. Feedback on local service use related to schemes 'being fit for purpose' and 'aspects of service delivery'. CONCLUSION: This local evaluation illustrates a pragmatic approach to service development and delivery of preventative services, with potential to benefit health and well-being of older people and support their continued living independently in the community. It provides detail and better understanding of what this means locally to people in context of national findings.

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Workplace violence is of great concern to all health care professionals. Nurses are major targets for incidents of violence, with student nurses being clearly recognised as a high-risk sub-group. Training is widely advocated as the appropriate organisational response but the effects and effectiveness of training are inadequately studied. A recently completed Ph.D study used a longitudinal research design to evaluate the effects of a three-day 'aggression prevention and management training programme' on various learning domains of three cohorts of UK student nurses destined for adult, child, mental health and learning disability specialities [N=243] in their first year of nurse training. A purpose-designed questionnaire was used to collect data on knowledge, attitudes, confidence, and self-assessed competence at four time points, two before and two following the educational input. This paper focuses on the differences detected in student nurses' responses to different sections of the questionnaire, at various time points, in relation to recorded demographic variables, namely, their age, gender, destined speciality, and previous relevant training experience. It also considers the 'interaction' between theoretical preparation and clinical practice. These finding may also have wider relevance to skills training and understanding of the reality of student nurse experience in clinical settings.

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BACKGROUND: Workplace violence is acknowledged as a major problem in health care settings and affects staff morale, recruitment, retention and direct health care budgets. Staff training is advocated as the appropriate managerial response, but identifying appropriate training and trainers is difficult and there is little published evidence of training effectiveness. Student nurses are frequent targets of aggression but are less likely to receive specific training. AIMS: The study considered the application of a model of learning to a 3-day learning unit for diploma-level student nurses on the "prevention and management of aggression". It aimed to measure student outcomes of the unit and gain information about more general issues in evaluating training effectiveness. METHODS: A repeated measures longitudinal design was used to obtain data from three cohorts of student nurses (3 x 80 approximately) at four time points over an 8-month period. A questionnaire was administered twice before the unit, at its conclusion and approximately 3 months afterwards, following two clinical placements. RESULTS: Statistically significant changes were demonstrated in a number of areas, including number of risk factors identified, and five "factors" identified from the questionnaire statements. STUDY LIMITATIONS: The results refer to one course for student nurses that had many common elements with popular training courses for qualified staff, including inter-personal and breakaway skills. However, restraint skills were not included. CONCLUSIONS: It is possible to provide training that produces desirable, statistically demonstrable and durable change in knowledge, behaviour, attitudes and confidence using a rigorous longitudinal evaluation research design.

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