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The purpose of this paper was to identify safeguarding concerns for vulnerable adults, including exploring the implementation of safeguarding policy and procedures into practice. This was achieved by reviewing the content of reflective assignments written by pre-registration student nurses, identifying areas of concerns and proposing action plans.

A qualitative approach was initially utilised to scrutinise a random 10 per cent sample of work, which was thematically analysed. From this, an audit tool was devised and then applied to evaluate a 35 per cent sample of work from the following cohort of students. Approval and consent was gained.

From the initial 10 per cent sample, themes emerged around: practice issues; areas for student's development and marking or assessment issues. The standardised audit tool was devised and applied to a 35 per cent random sample of work. This determined that students identified local safeguarding policies and procedures were being followed in the majority of placement areas, although application of the Mental Capacity Act remained inconsistent.

The assessor feedback from the reflective assignments was not available to the reviewers, limiting the reviewers ability to identify if assessors had recognised and corrected any policy or practice issues that the student raised. Only assignments from the adult field of nursing were considered within the scope of this study. The authors recommend further empirical investigation into this area.

This paper offers knowledge that can be applied in practice within both academic and health care provider services that deliver and facilitate nursing education. It has generated an audit tool that can be utilised to evaluate the knowledge of pre-registration students and has resulted in the implementation of safeguarding adults policies within an academic institution.

Safeguarding adults concerns may be identified through studying pre-registration student assignments and promptly acting upon any concerns raised. Aspects of good practice can be acknowledged within health care provider services.

The purpose of this paper is to identify aspects of leadership and evaluate their contribution to safeguarding vulnerable adults in healthcare organisations through conducting a critical review of literature. To identify or adapt a leadership framework to contribute to safeguarding vulnerable adults in healthcare organisations through analysis of the literature.

The methodology was qualitative and inductive. It was based on constructivism and an interpretive theoretical perspective, beginning without hypothesis. Themes emerged during the process. A critical review of literature was undertaken to answer the research question. Literature was sourced from a variety of health and social care databases and grey literature. All inclusions underwent rigorous critical appraisal and a total of 18 papers were explored.

The importance of clear leadership and direction was a common theme across the majority of sources. Aspects of leadership that can safeguard vulnerable adults in health care organisations include organisational culture, implementation of policies, procedures and frameworks, and reinforcing strong values and ethics around empowering individuals and delivering person-centred care. Through the meta-synthesis of findings, a model of leadership emerged.

The critical review utilised only one reviewer and the proposed leadership framework has not been empirically tested.

The paper proposes a leadership framework that can be applied within healthcare organisations to safeguard vulnerable adults.

This paper fulfils the need for evidence that supports the belief that strong leadership can safeguard vulnerable adults. It provides a comprehensive review of existing literature in this area.

This chapter uses the historian’s method of micro-history to rethink the significance of the Supreme Court decision Muller v. Oregon (1908). Muller is typically considered a labor law decision permitting the regulation of women’s work hours. However, this chapter argues that through particular attention to the specific context in which the labor dispute took place – the laundry industry in Portland, Oregon – the Muller decision and underlying conflict should be understood as not only about sex-based labor rights but also about how the labor of laundry specifically involved race-based discrimination. This chapter investigates the most important conflicts behind the Muller decision, namely the entangled histories of white laundresses’ labor and labor activism in Portland, as well as the labor of their competitors – Chinese laundrymen. In so doing, this chapter offers an intersectional reading of Muller that incorporates regulations on Chinese laundries and places the decision in conversation with a long line of anti-Chinese laundry legislation on the West Coast, including that at issue in Yick Wo v. Hopkins (1886).

This paper aims to explore the concept and practice, of dignity as understood and experienced by older adults and district nursing staff. The paper adds a new, nuanced, understanding of safeguarding possibilities in the context of district nursing care delivered in the home.

The research used an ethnographic methodology involving observations of care between community district nursing clinicians and patients (n = 62) and semi-structured interviews with nursing staff (n = 11) and older adult recipients of district nursing care (n = 11) in England.

Abuse is less likely to occur when clinicians are maintaining the dignity of their patients. The themes of time and space are used to demonstrate some fundamental ways in which dignity manifests. The absence of dignity offers opportunities for abuse and neglect to thrive; therefore, both time and space are essential safeguarding considerations. Dignity is influenced by time and how it is experienced temporally, but nurses are not allocated time to “do dignity”, an arguably essential component of the caregiving role, yet one that can become marginalised. The home-clinic exists as a clinical space requiring careful management to ensure it is also an environment of dignity that can safeguard older adults.

District nurses have both a proactive and reactive role in ensuring their patients remain safeguarded. By ensuring care is delivered with dignity and taking appropriate action if they suspect abuse or neglect, district nurses can safeguard their patients.

This paper begins to address an omission in existing empirical research regarding the role of district nursing teams in delivering dignified care and how this can safeguard older adults.

Service use between six and 11 years of age is reported for children adopted from Romania into UK families, and compared with that for children adopted within the UK before six months of age. Between six and 11, there had been only one adoption breakdown, and about one in ten couples experienced a marital breakdown. Apart from continuing concerns over hepatitis B carrier status in a small number of children, physical health problems were not a prominent feature. By contrast, nearly one‐third of the children from Romania placed in UK families after the age of six months received mental health services provision ‐ a rate far higher than the 11 to 15% in the groups adopted before the age of six months. Such provision was strongly related to research assessments of mental health problems and largely concerned syndromes that were relatively specific to institutional deprivation (quasi‐autism, disinhibited attachment and inattention/overactivity). There were similar differences between the UK adoptees and the adoptees from Romania entering the UK after six months of age in major special educational provision and, again, the findings showed that the provision was in accord with research assessments of scholastic achievement. The between group differences for lesser special educational provision were much smaller and there was some tendency for the early adopted groups to receive such provision for lesser degrees of scholastic problems than the children adopted from Romania who entered the UK after six months of age. The policy and practice implications of the findings are briefly discussed.

THE topics of the Library Association Conference and the election of the Council of the Association naturally absorb a great deal of attention this month. To deal with the second first: there were few novelties in the nominations, and most of the suggested new Councillors are good people; so that a fairly good Council should result. The unique thing, as we imagine, about the Library Association is the number of vice‐presidents, all of whom have Council privileges. These are not elected by the members but by the Council, and by the retiring Council; they occupy a position analagous to aldermen in town councils, and are not amenable to the choice or desires of the members at large. There are enough of them, too, if they care to be active, to dominate the Council. Fortunately, good men are usually elected, but recently there has been a tendency to elect comparatively young men to what are virtually perpetual seats on the Council, simply, if one may judge from the names, because these men occupy certain library positions. It, therefore; is all the more necessary that the electors see that men who really represent the profession get the seats that remain.

This paper aims to use embodied theory to analyze consumer experience in a retail brandscape, Hollister Co. By taking a holistic, embodied approach, this study reveals how individual consumers interact with such retail environments in corporeal, instinctive and sensual ways.

The primary source of data was 97 subjective personal introspective accounts undertaken with the target age group for the store. These were supplemented with in-depth interviews with consumers, managers and employees of Hollister.

The authors offer a conceptualization of consumers’ embodied experience, which they term The Immersive Somascape Experience. This identifies four key touch points that evoke the Hollister store experience – each of which reveals how the body is affected by particular relational and material specificities. These are sensory activation, brand materialities, corporeal relationality and (dis)orientation. These may lead to consumer emplacement.

The authors propose that taking an “intelligible embodiment” approach to consumer experiences in retail contexts provides a deeper, more holistic understanding of the embodied processes involved. They also suggest that more anthropological, body-grounded studies are needed for the unique insights they provide. Finally, they note that there is growing consumer demand for experiences, which, they argue, points to the need for more research from an embodied experience perspective in our field.

The study reveals the perils and pitfalls of adopting a sensory marketing perspective. It also offers insights into how the body leads in retail brandscapes, addressing a lack in such approaches in the current retailing literature and suggesting that embodied, experiential aspects of branding are increasingly pertinent in retailing in light of the continued growth of on-line shopping.

Overall, the study shows how an embodied approach challenges the dominance of mind and representation over body and materiality, suggesting an “intelligible embodiment” lens offers unique insights into consumers’ embodied experiences in retail environments.

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

The purpose of this paper is to compare data collected by automated form processing with manual data collection for clinical indicators (CIs) in paediatric emergency medicine.

Paediatric patients presenting with croup, asthma, bronchiolitis, head injury and gastroenteritis in August 2006 were identified by ICD 9 coding and a traditional manual audit was performed by two data collectors. Data were collected on a total of 16 CIs for these five illnesses. Manual audit data were then compared to information collected for this same patient population using TELEform™, an automated forms processing (AFP) system that had been employed for over two years.

Teleform™ data were only available for 24 patients compared to information for 127 patients identified by ICD 9 coding and manual audit. Teleform™ data overestimated compliance with clinical guidelines by 17 percent giving an overall departmental agreement with CIs of 90.6 percent compared to 73.5 percent in the manual audit. Additionally, manual audit demonstrated that when the clinical guideline was incorporated into the clinical record, compliance was 92.5 percent compared to 51.3 percent when it was not.

This single center study demonstrates that data collected by AFP such as TELEform™, overestimate emergency department performance regarding CIs compliance. Departments that use automated data collection tools need to establish relationships between such data and data collected via more traditional auditing methods.