“I believe virtually everything I read, and I think that is what makes me more of a selective human than someone who doesn't believe anything.” (David St Hubbins) Approaching life like David St Hubbins from This Is Spinal Tap (1984) was all very well back in the 1980s, but it is a less good idea in today’s internet-dominated interconnected world, where anyone with a phone can publish anything and beam it around the world. Critically assessing the integrity of information has never been more important or more challenging, and to do this successfully requires digital literacy skills. Inspired by global initiatives such as the United Nations SDGs and the European Commission’s DigComp framework, we created an open digital educational resource to help foster digital literacy within our institution and beyond. This project ties in with an ongoing academic integrity project within our institution; it also coincides with the increasing availability of generative artificial intelligence systems that can potentially spread misinformation at scale. In this context, we feel the project is a very timely one. In this paper, we reflect on the process of developing the course, share what we have learned along the way, and indicate future directions for the project.

The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.

Background:Patients play a central role in nursing preceptorship relationships, a professional educational relation-ship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education pro-grammes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship educa-tion programmes has been noted. Objective:To use a co-design process to develop an innovative educational programme for developing interper-sonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. Methods:Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. Results:Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nurs-ing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. Conclusions:The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable frame-work for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interper-sonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes.

Having psychological safety embedded in preceptorship relationships facilitates positive interpersonal and educa-tional experiences for students. Psychological safety refers to a student’s belief as to whether or not it is safe for them to take interpersonal risks, such as asking questions, sharing an idea for improvement or speaking up to maintain patient safety. Having psychological safety leads to collaboration, positive student learning experiences and effective patient care. This article presents key guidelines for preceptors to provide a psychologically safe learning environ-ment for their students. Guidelines fall under four categories 1) before meeting students, 2) first meeting students, 3) continued relationship with students, and 4) general rules. These guidelines are informed by current literature on psychological safety and preceptorship and the author’s clinical expertise in nursing preceptorship. We conceptualise psychological safety in a nursing preceptorship for preceptors to denote the experience of inclusivity, empowerment, and well-being of students within the social, cultural and physical clinical learning environment. A crucial attribute to cultivating a psychologically safe environment involves being an accessible and approachable preceptor.

Aim: The complete examination and screening of the neonate is a recommended assessment of neonatal well-being conducted by appropriately trained medical, midwifery and nursing personnel at specific intervals during the first 6-week post-birth. Our aim was to identify and critically evaluate instruments that measure practitioner performance of this important assessment of neonatal health. Methods: Using the COnsensus-based Standards for the selection of health Measurement Instruments (COSMIN) methodology, a systematic review was undertaken. Results: Four studies were identified as suitable for data extraction and analysis. This paper briefly describes the four instruments, discusses and compares the COSMIN analysis and ratings of each instrument. A recommendation for the instrument identified as the most suitable to measure practitioner performance is provided. Conclusion: Most instruments were designed by educators to measure the performance of practitioners developing competence in the complete examination and screening of the neonate. Further development and piloting of instruments designed to measure the performance and continuing competence of qualified practitioners of the newborn examination are required.

Drawing on a multidimensional conceptualization of occupational well-being, this mixed methods study aimed to ascertain levels of psychosocial well-being of a sample of Irish primary principals (n = 488). A Framework of Occupational Well-Being was devised which facilitated the first psychometric measurement of their levels of burnout, job satisfaction, trait mindfulness, work motivation, perception of fairness and the satisfaction/frustration of basic psychological needs (autonomy, competence and relatedness). Subsequent interviews provided supporting qualitative data and an evaluation by principals of the current management structure of Irish primary schools, 90% of which are governed by Catholic Boards of Management to whom principals are answerable in all their professional decision making. As employers, Boards’ compliance with EU and Irish Occupational H&S directives is examined toward an understanding of the level of protection provided to principals. Results reveal high levels of burnout, anxiety, depression and autonomy frustration among principals alongside low levels of trait mindfulness and low perception of fairness regarding workload and remuneration. Beyond its application in the education sector, the Framework of Occupational Well-Being may prove useful for policy makers and as an assessment tool for employers of other white-collar workers as it provides both a definition of psychosocial well-being and a means by which to measure it.

Proceedings for the 27th AIAI Irish Conference on Artificial Intelligence and Cognitive Science NUI Galway, Galway, Ireland, December 5-6th, 2019. Currently the demand for text analytics grows due to the fact that textual data is being created online in large amounts. A number of tools are available for various tasks related to natural language process- ing such as sentiment analysis and text pre-processing. The majority of these tools are trained using unrepresentative data, which may lead to unintended biases altering the results. Previous research indicates that sentiment analysis tools show gender and race biases, and word embed- dings discriminate against women. This research investigates previously undefined non-native speaker bias in sentiment analysis, i.e. unintended discrimination against English texts written by non-native speakers of English. Non-native speakers of English tend to use cognates, English words that have origin in the speaker’s language. To measure the non- native speaker bias in 4 lexicon-based sentiment analysis systems, a new Cognate Equity Evaluation Corpus was created, based on previous work in the literature for measuring racial and gender biases. The tools gave significantly different scores to English texts with features of non-native speakers. The bias discovered in lexicon-based tools was mitigated by updating 4 lexicons for English cognates in 3 languages. This paper pro- poses a generalisable framework for measuring and mitigating non-native speaker bias.

This paper charts the establishment and holistic development of a college-wide Community of Practice (CoP) on Academic Integrity at Hibernia College (HC), a Higher Education Institution (HEI) provider of blended learning in Ireland. The establishment of the CoP was initially motivated by a perceived need to address potential increased risks of academic misconduct in light of developments in generative artificial intelligence. However, a literature review, collaborative faculty discussions and facilitation of focus groups with students across HC programmes, re-directed the focus of the CoP towards addressing the potentially punitive nature of academic integrity policies, procedures and their implementation and co-creating student supports. This re-aligned the work of the CoP towards a collaborative academic integrity policy review informed by Bretag et al.’s (2011) five core elements of exemplary policy and towards co-creation of resources to support students in their own practices. This represents more holistic approaches to policy design and strategy which authentically engage students with academic integrity practices. The conceptual framework presented by Wenger et al. (2011) for promoting and assessing value creation in communities and networks and the cycle of value creation is utilised by the CoP. In sharing this process, participants will learn how a co-creation, CoP approach to fostering and facilitating an Academic Integrity culture could be applicable to their institutions and support the deconstructing of ambiguous policy into accessible resources.

To mark Global Intergenerational Week (24th to 30th April 2023), Hibernia College is delighted to welcome Dr Margaret Kernan and Fíona Mc Ardle, who will present their work on intergenerational learning in primary education. They have collaborated with Children’s Books Ireland to highlight stories and storytelling as a way of strengthening intergenerational bonds and produced Share a Story, a carefully curated booklist for ages 0-12 featuring a diversity of friendships and relationships between old and young. They will also discuss other initiatives, in Ireland and internationally, that connect primary schools with community and illustrate a diversity of learning relationships between children and older adults. Our ageing population and the growing diversity of our communities calls for new perspectives on learning relationships. In this webinar you will hear about the benefits for children, for primary schools and community members of all ages of working intergenerationally. Dr Margaret Kernan is currently a Lecturer in Education and Research Methods in Hibernia College. Her research interests are in early childhood education; psycho-social wellbeing of children; play and learning and intergenerational learning. Margaret is also coordinator of the award-winning intergenerational learning programme Together Old and Young (TOY) http://www.toyproject.net/ Fíona McArdle is currently a Lecturer in Education, School Placement in Hibernia College and worked as a primary school principal prior to joining the college. Fíona also worked as a facilitator and coordinator with Rainbows Ireland for several years and taught kindergarten, in public schools, in the United Arab Emirates. Her research interests include areas of inclusion and diversity, leadership, and international, intercultural, and intersectional perspectives on children’s rights to, in and through education.

Developing faculty and staff engagement with a new open-access institutional repository (IR) is a challenge often underestimated during IR implementation projects. The idea that “if you build it, they will come” does not reflect the reality of establishing a successful IR in a third-level institution (Ferreira et al., 2008). Factors that hinder the adoption of open-access IRs are many and varied, and a multi-pronged approach is required both to gain an understanding of these factors and develop a strategy to address them (Narayan and Luca, 2017; Tmava, 2022). For those involved in IR implementation projects, having surmounted the considerable hurdles of securing approval and funding for an IR and then developing the platform, the need for the development of such a strategy often comes as quite a surprise. However, it is arguably the most important part of ensuring a successful IR implementation. In this presentation, the genesis and continuing evolution our own IR engagement strategy will be reflected upon and our learnings shared for the benefit of those at a similar or earlier stage of the open-access IR journey. Crucial to our professional journey has been the process of replacing the hubristic “if you build it” metaphor with one suggesting a more incremental and infinitely less glamorous approach to the problem. Inspired by a popular television series (Crook, 2014-2022), we reflect on the role of IR administrators less as architects and more as detectorists. Informed by the reflective model of Experience, Reflection, Action (Jasper, 2013) and guided by Holliday’s (2017) thinking on the power of metaphor in theory and practice, we present a story of lofty idealism giving way to scuttling skullduggery; of the painful metaphorical journey from building a magnificent baseball stadium to squelching through a muddy field with a metal detector. It is also a story of how we were (almost) desperate enough to dress up in fish onesies and jump into the Liffey.