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The Mental Health Act 2007 (HM Government, 2007) replaced the approved social worker (ASW) with the approved mental health professional (AMHP), opening up the role to some nonsocial work professions. AMHP training, however, remains linked to the General Social Care Council (GSCC) post‐qualifying social work framework, with AMHP training now incorporated into the higher specialist social work award, set at masters level (level M) rather than first degree (level H) (General Social Care Council, 2007).Analysis of data from the first year of AMHP training at Bournemouth University illustrates some of the challenges that have arisen particularly in relation to the masters level study. Evaluation of the first year highlights some important areas for future consideration in terms of student selection, pre‐course preparation and student support. The data also demonstrate that there have only been a very small number of non social workers enrolling on programmes at the present time. This article will explore some of the possible reasons behind this.

Although there has been a commitment to develop a policy framework to support vulnerable adults at risk of abuse, there remains concern around its lack of use within National Health Service inpatient settings and mental health services in particular. A gap between policy and practice appears to have developed, which leaves inpatients vulnerable to inadequate responses to allegations of adult abuse. This article will provide a critical overview of the policy and practice issues that affect the use of adult protection procedures.

Describes a combined approach to delivering information literacy skills at The Open University Library. Outlines the aims of the newly formed Information Literacy Unit, and identifies three approaches currently used to incorporate information literacy into the curriculum. Focuses on MOSAIC (Making Sense of Information in the Connected Age), an on‐line information literacy course, in particular on issues around assessment, on‐line delivery and support, its use as a staff development tool and positive results of a recent survey. Recommends that information literacy is considered at a strategic level in the higher education sector.

The purpose of this paper is to describe the use of a web‐based process of 360‐degree appraisal in teaching and district general hospital settings.

A total of 554 consultants were appraised by both peers and patients with over 16,000 replies using a web‐based questionnaire and patient survey.

Overall results were satisfactory, although in the areas of communication, team working and leadership there was evidence of room for improvement in 1 in 12 doctors especially in the fields of psychiatry, medicine and A&E. Those being appraised found the process positive.

The study demonstrates a simple pragmatic solution to consultant 360‐degree appraisal.

Aims to assess the development of clinical governance within NHS Trusts in the West Midlands by means of a cross‐sectional qualitative study based on in‐depth interviews and observation with all acute and non‐acute (n equals 43) Trusts in the West Midlands Region to determine the rating of Trusts’ competencies across five areas of clinical governance. There was a fourfold variation in the development of clinical governance across Trusts, measured against the identified competencies. Trusts with high competency scores showed a number of characteristics, including clear leadership at executive team level for the agenda, a collaborative style of working between clinicians and management, clinicians involved in management and a culture of openness and empowerment of front‐line staff. Concludes that attention must be paid to the organisational and cultural environment within Trusts, as well as resource issues, if high quality clinical governance is to become the norm

The purpose of this paper is to demonstrate that Web 2.0 provides an exciting set of tools for librarians to help their students become more information‐literate.

Recently, information overload and Web 2.0 have led librarians to adopt practices labelled as Library 2.0. Information literacy can be the key to affecting the learning attitudes and characteristics adopted by the users, caricatured as the “Web generation”. Web 2.0 tools provide new, interactive ways to engage them. The literature is reviewed to provide examples of librarians using Web 2.0 tools to improve the information literacy of their users.

Librarians are embracing Web 2.0 as it becomes more mainstream and experimenting with the tools to supplement their information literacy interventions. Many of these are being well received but their quantity and measures of their impact on learning have yet to be assessed.

The link between information literacy and Web 2.0 is novel, encourages constructive learning and enables respected educational methods (e.g. reflection) to be used in different ways.

The purpose of this paper is to explore the growth and development of periodical literature on Web 2.0 technologies and their other fields.

Bibliographic data of the articles published in the 13 leading peer‐reviewed journals are obtained from the Emerald database (www.emeraldinsight.com) directly using such keywords as “Web 2.0”, “blogs”, “wikis”, “RSS”, “social networking sites”, “podcasts”, “Mashup”, and multimedia sharing tools, i.e. YouTube and Flickr. The bibliographical surrogates such as author, title, subtitle, source, issue, volume, pages, etc. were recorded in MS‐Excel (2010) sheet for the analysis and interpretation of data. A bibliography of selected articles is provided.

The study found 206 research articles on the subject published in 13 leading library and information science journals of Emerald for period 2007‐2011. Further, the study found that 2009 was the most productive year with 69 articles. The study observed Online Information Review published 49 articles, and hence can be considered the core journal on the topic. Mike Thelwall from the UK was found to be the most prolific author, having authored or co‐authored five articles.

The study was based on 206 research articles published during the years 2007‐2011. The study was restricted to this period because the Web 2.0 concept was originated during 2004‐2005 and the undertaken period has sufficient published literature on the topic.

The paper provides reliable and authentic information on the subject. This is the first study on this topic.