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We study experimentally the interaction of nonlinear internal waves in a stratified fluid confined in a trapezoidal tank. The setup has been designed to produce internal wave turbulence from monochromatic and polychromatic forcing through three processes. The first is a linear transfer in wavelength obtained by wave reflection on inclined slopes, leading to an internal wave attractor which has a broad wave number spectrum. Second is the broadbanded time-frequency spectrum of the trapezoidal geometry, as shown by the impulse response of the system. The third one is a nonlinear transfer in frequencies and wave vectors via triadic interactions, which results at large forcing amplitudes in a power law decay of the wave number power spectrum. This first experimental spectrum of internal wave turbulence displays a k^{-3} behavior.

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BACKGROUND: The doctoral viva voce is an under-researched field, particularly from the point of view of doctoral candidates. With increasing numbers of health care professionals undertaking doctoral study, we can develop practice by listening to their 'living voices'. OBJECTIVE: To explore doctoral candidates' experiences of their viva. DESIGN AND METHODS: Using exploratory research and purposive sampling, eighteen participants who had undergone examination of their doctorate within the last five years were identified. Semi-structured interviews were used to explore these participants' experiences of their viva. RESULTS: Thematic analysis of the data demonstrated that: Candidates wanted to engage in academic argument but were not always provided the opportunity to do so; the viva voce examination was frequently an emotional experience, even for candidates who did not regard themselves as subject to such emotions, examiners were sometimes able to moderate the effect of these emotions; practical aspects of the examination were not always considered; issues of fairness were raised, both by successful candidates and by those who were required to resubmit. CONCLUSIONS: The viva voce examination, as experienced by candidates, is not always a fair one. We recommend engagement of the academic community to promote best practice in the "living voice" examination.

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AIM: A discussion of the meaning of reflexivity in research with the presentation of examples of how a model of reflexivity was used in a grounded theory research project. BACKGROUND: Reflexivity requires the researcher to make transparent the decisions they make in the research process and is therefore important in developing quality in nursing research. The importance of being reflexive is highlighted in the literature in relation to nursing research, however, practical guidance as to how to go about doing research reflexively is not always clearly articulated. DESIGN: This is a discussion paper. DATA SOURCES: The concept of reflexivity in research is explored using the Alvesson and Skoldberg model of reflexivity and practical examples of how a researcher developed reflexivity in a grounded theory project are presented. IMPLICATIONS FOR NURSING: Nurse researchers are encouraged to explore and apply the concept of reflexivity in their research practices to develop transparency in the research process and to increase robustness in their research. The Alvesson and Skoldberg model is of value in applying reflexivity in qualitative nursing research, particularly in grounded theory research. CONCLUSION: Being reflexive requires the researcher to be completely open about decisions that are made in the research process. The Alvesson and Skolberg model of reflexivity is a useful model that can enhance reflexivity in the research process. It can be a useful practical tool to develop reflexivity in grounded theory research.

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OBJECTIVE: this study explored the views of three cohorts of final year midwifery students, regarding their confidence in giving advice to women on contraception and sexual health in the postnatal period. The project also investigated knowledge of contraception using a factual quiz, based on clinical scenarios regarding contraception and sexual health in the postpartum period. DESIGN: a mixed method design using qualitative data from focus groups, and mixed qualitative and quantitative data from a paper based questionnaire was used. SETTING: the project was carried out in one higher educational institution in England. FINDINGS: findings demonstrate that expressed confidence varies according to contraceptive method, with most confidence being reported when advising on the male condom. The findings of the factual quiz indicate that students applied theoretical knowledge poorly in a practically oriented context. These findings also indicated that most students limited advice to general advice. KEY CONCLUSIONS: the paper concludes that midwifery students need more practically oriented education in contraception and sexual health, and that the role of mentors is very important in helping students feel confident when giving advice in this area.

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Registered nurses undertaking programmes of study to become non-medical prescribers appear to have limited biological science knowledge. A case study was undertaken to determine whether the nurses entering Prescriber programmes considered studies in bioscience in their pre-registration nursing courses had been sufficient, linked to practice, and had prepared them for their roles as registered nurses. The literature identifies a continuing trend amongst nursing students describing a lack of sufficient bioscience in initial nurse education; there is limited literature on the views of experienced registered nurses. The participants in this study were 42 registered nurses from adult and mental health nursing, community and inpatient services. The results obtained from questionnaires and interviews are described. Questionnaire analysis identified that 57.1% of participants indicated bioscience in their pre-registration nursing programme had been limited and 40.5% stated the bioscience content had not prepared them for their roles on registration. Those reporting extensive coverage of bioscience were all aged over 41 years and had qualified before 1995. Greatest coverage of bioscience in pre-registration programmes was reported in relation to anatomy and physiology, with relatively limited coverage of microbiology, pharmacology or biochemistry. Respondents considered all five topics to be important. Interviews supported the questionnaire findings.

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