METHODS: A free wiki software platform (PBworks) was used for the website, and freely available software (Google Analytics) was used to determine user interaction and level of engagement.

RESULTS: In the first year, 442 user visits were recorded. The average duration of site visits was 4minutes 39seconds, which compared favorably with the 4-minute duration for visits to Wikipedia.

CONCLUSION: The project was successful as a proof concept and in practice. Other medical faculties have expressed an interest in adopting the concept and developing it for their trainees. The concept is widely applicable to other countries, with the negligible cost relevant to resource-poor areas.

Background: The study was carried out in a higher education institution.

Methods: An evaluation research study of an interprofessional healthcare group was carried out with students (insider stakeholders), and their lecturers and external examiner (external stakeholders). All three perspectives are presented here. Data was collected by interview, document analysis and reflection.

Results: This paper focused on the domain of learning as doing, as a major theme of the study, drawing variances between nurses and other healthcare professionals. The study highlights the importance of exploring approaches to learning from a pluralistic stance.

Conclusions: There is a risk of adopting a narrow approach to education if management programmes are overly influenced by the immediate needs of application of knowledge to practice. Education is influenced by the needs of the students themselves in coming to the programme to acquire knowledge and skills for application to practice.

Implications for Nursing Management: Nurses undertaking management programmes need to be facilitated to cope with the conflicting demands of completing tasks on the job, engaging deeply with learning from these demands and becoming empowered to develop professionally and personally.

Aim of the study The aim of this study is to explore nurses' expectations of the content and delivery of nursing management degree programme.

Methods This is an on-going action research study. Data has been collected using a focus group interview, questionnaire, document analysis and a reflective diary. Data was analysed using thematic analysis and SPSS as appropriate to qualitative and quantitative data respectively. To date two action research cycles are near completion and a total sample of 117 students have taken part in the study.

Findings Nurses commencing the programme were unsure of their education and training needs, as they had not yet taken on board the recommendations of the Irish Commission on Nursing (Government of Ireland 1998). The findings suggest that nurse managers may not know what they need to know in light of the many current changes taking place in the Irish health system. The introduction of personal development planning (PDP) is among new strategies taking place as part of the second action research cycle. PDP can help nurse managers to reflect on their current responsibilities and plan for their future career pathways.

Conclusions The findings are presented in the context of one institution. Action research, which nests comfortably with certain management styles, has proved suitable as a tool for developing and changing this programme. The need for university teachers to focus on management development skills as well as the transmission of management theory is supported.

Background: The study was located in one third level institution in Ireland and prospective candidates who applied to undertake a programme of studies were invited to complete the postal questionnaire and return it to the college anonymously in advance of commencing their studies.

Method: A descriptive survey research design was adopted with the use of a questionnaire for data collection. The respondents had an opportunity to make additional comments in a questionnaire, which generated some qualitative data.

Results: A total of 243 questionnaires were returned which represented a 46.7% response rate. The major reasons for participating in postregistration education were 'to obtain promotion to a higher grade/position' (99%) and 'to enable me extend my clinical role' (98%).

Conclusion: Investment in nursing education should take into account the reasons for participation in continuing education and professional development as identified in this study and in other studies so as to focus efforts that improve planning for long-term continuing education and professional development. The adoption of such a strategic approach by employers will ensure more precise targeting of scarce continuing education and professional development resources. Equally, expectation without adequate investment is not realistic if the profession wants to move forward in this era of rapid change in the delivery of health care.

Background: The study was carried out in small organisation which was set up five years ago.

Methods: A case study methodology was used. Data was collected by field notes of non-participant and participant observations. Follow-up interviews were transcribed and analysed to contextualise the observations. A reflective diary was used by the researcher to add to the richness of the data.

Results: The data demonstrates how the leader responded in key circumstances during scheduled meetings with staff, interactions in the office and during coffee time. These responses are linked to literature on leadership in the areas of power, personal development, coaching and delegation.

Conclusions: The findings suggest that observing a leader in the context of their day-to-day work can provide evidence to validate what leaders do in particular circumstances

Implications for Nursing Management: The implications of the findings for nursing management are the opportunities to use observation as a tool to understand what managers/leaders do, how they manage or lead and why others respond as they do, and with what outcomes.

Background.  This paper outlines a framework for portfolio development in postgraduate nursing practice. The framework is being piloted, within the Irish context, with students in the first year of a Masters in Nursing programme and has the potential to be developed for other nursing programmes at postgraduate level.

Design and method.  An action research approach has been chosen to study the implementation of the portfolio and the development of a framework to guide this initiative. To date the development of the framework is being piloted as part of the ‘taking action’ phase of a first action research cycle.

Results.  In its current stage of development the framework is constructed to embrace the core concepts of specialist nursing practice and the nursing management competencies, from current Irish health care documents. In addition the portfolio is anchored around personal development planning and is supported by the use of action learning tutorials and academic and practice facilitators. The first evaluating phase will take place later this year and will involve the collection of data from students, facilitators and lecturers.

Conclusion.  The introduction of the portfolio at postgraduate level has highlighted, to date, issues of confidentiality in committing experiences to paper, issues around its assessment, and issues around sharing this document with other students.

Relevance to clinical practice.  Portfolio development at postgraduate level emphasizes linking theory and practice and stresses the importance of reflection on practice. The portfolio can also be used by nurses to develop their clinical career pathways and encourage personal development planning.

Background  The study was carried out in a primary school setting and focuses on a principal (as leader). The school, which will be named St Senan’s for the case study, is a typical tall structure has a staff of 30 (teachers and special needs’ assistants) and a student number of 117.

Methods  A case study methodology was used. Data was collected by interviewing the principal, two teachers, two students and a parent, in this order. In addition, a Parents’ Council meeting was observed and document analysis was carried out on measurements which reflected some critical success factors for the school.

Results  Interviews from students and teachers in addition to observation notes indicate that the principal’s leadership impacts on organisational effectiveness in the school.

Conclusions  The findings are located in the context of education with similarities being drawn from nursing. It is how the leader leads in the context of the organisation setting which is paramount. In other words it is not possible to take a set of general critical success factors for a school or healthcare setting and apply these widely. The paper concludes by proposing the use of a quality framework to contextualise the findings of the case and promote further discussion in the context of nurse leaders.

Implications  The paper suggests that comparisons can be made between school principals and nurse leaders.