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The modernisation agenda in health and social care is concerned with providing an integrated service for patients/clients and their carers. This paper focuses on the nature of practice‐based learning environments that support the development of students as effective interprofessional practitioners for the modernised health and social care services.

This chapter explores how to introduce young children to coding as a literacy using mobile devices. Learning how to code is changing what it means to be literate in the twenty-first century and, increasingly, early years educators are expected to teach young children how to code. The idea that coding is a literacy practice is relatively new, and this chapter first presents strategies for introducing coding without technology. It then explores how to scaffold young children’s coding literacy proficiencies through programming and coding robotic toys. When young children have become familiar with coding and solving challenges using concrete materials and robotic toys, it is possible to introduce mobile devices, apps and humanoid robots in playful ways. This chapter explores how this can be done.

This paper describes work with patients/service users, students and educators, resulting in the identification of key issues to be addressed when planning patient/service user participation in interprofessional student learning. Preparation, communication, support and debriefing for both students and lay participants were revealed as essential for successful patient/service user involvement in education.

Modernised health and social care services require that qualifying practitioners have the necessary skills for them to practise collaboratively. The nature of interprofessional working is, however, poorly understood. This article describes the development of learning outcomes regarding interprofessional working that are relevant to all professions.

The current emphasis on the development of an interprofessional workforce in health and social care puts interprofessional learning at the heart of undergraduate curricula. This paper explores the concept of interprofessional mentorship and considers how this role might be developed in order to facilitate interprofessional learning in the practice placement.

This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an exemplar, but the teaching strategies described can be equally employed in facilitating reflections on practice in real‐life multiprofessional teams.

This study aims to model and test the relationships between corporate social responsibility (CSR), corporate reputation, customer satisfaction and behavioral intentions.

A total of 451 complete questionnaires were obtained from randomly approached ethnic Chinese leisure tourists. Following a two-step approach, a measurement model was estimated and then a structural model analyzed to test proposed hypotheses.

CSR and reputation significantly impacted customer satisfaction, which, in turn, affected repurchase and word-of-mouth intentions. Customer satisfaction fully mediated the relationship between CSR and behavioral intentions in addition to corporate reputation.

The study considered only a limited number of lodging customers in a specific geographic area in China. Additional investigation across hospitality business types and cultures is needed.

Investments in CSR activities in a Chinese hospitality consumption context can contribute to customer satisfaction and ultimately contribute positively to customer future behaviors.

This study provides insights into the role that CSR may play for domestic Chinese hospitality customers. Little attention has been paid to the importance of corporate reputation in a tourism/hospitality context. This study contributes in helping to close this gap. Finally, this study embeds customer satisfaction within a framework of antecedents and consequences in an integrated causal model.

This paper aims to assess the face validity to inform content validity of the Quality of Life – Aged Care Consumers (QOL-ACC), a new measure for quality assessment and economic evaluation in aged care.

Semi-structured interviews were conducted with older adults (66–100 years) receiving aged care services at home (n = 31) and in residential care (n = 28). Participants provided feedback on draft items to take forward to the next stage of psychometric assessment. Items were removed according to several decision criteria: ambiguity, sensitive wording, not easy to answer and/or least preferred by participants.

The initial candidate set was reduced from 34 items to 15 items to include in the next stage of the QOL-ACC development alongside the preferred response category. The reduced set reflected the views of older adults, increasing the measure’s acceptability, reliability and relevance.

Quality of life is a key person-centred quality indicator recommended by the recent Royal Commission into Aged Care Quality and Safety. Responding to this policy reform objective, this study documents a key stage in the development of the QOL-ACC measure, a new measure designed to assess aged care specific quality of life.

The purpose of this paper is to look at the impacts on adult safeguarding partnerships and practice over 18 months following the implementation of the Care Act (2014) from the perspectives of an independent Chair of two Safeguarding Adults Boards (SABs) and a senior manager in adult social care in a local authority. They look at the areas of: wellbeing and safety, safeguarding activity and process, changing criteria and definitions, Making Safeguarding Personal, SABs, safeguarding adult reviews and advocacy.

The authors draw together information from published sources, experience and networks.

The paper argues that the impact on adult safeguarding and SABs has been greater than originally envisaged in a range of areas. This appears to be as a result of adult safeguarding having been made statutory, a new framework having been put in place, and added impetus given to a cultural change in adult safeguarding practice.

The authors have been engaged in delivering the adult safeguarding elements of the Care Act (2014) and so provide unique insight into the experience of making the changes required to meet the new statutory requirements and achieve the objective of protecting peoples’ rights to live in safety, free from abuse or neglect.