The association of germline mutations in the breast cancer susceptibility gene 1 (BRCA1) and the breast cancer susceptibility gene 2 (BRCA2) with the development of breast and ovarian cancers have been widely researched and recognised. It is known that these genes function at multiple sites in the body. Research has subsequently evolved into the connection of BRCA1/2 with cancers at other sites within the body. This review examines the association of BRCA1/2 germline gene mutations with prostate, pancreatic and stomach cancers. An extensive literature search revealed conflicting findings regarding the association of BRCA1/2 gene mutations with these cancers. Most studies suggest that there is an association between BRCA1/2 mutations and carcinoma of the prostate, pancreas and stomach, but some reports propose that such a correlation may be due to factors other than possessing a mutated BRCA1/2 gene, and other associations may be revealed as further epidemiological information becomes available. The review concludes that as more knowledge arises about the mechanisms of BRCA1/2 gene mutations, it should pave the way for future screening programmes to be applied effectively.

Nursing students’ integration of theoretical knowledge and practical abilities is facilitated by their practice of nursing skills in a clinical environment. A key role of preceptors is to assess the learning goals that nursing students must meet while participating in clinical practice. Consequently, the purpose of this study was to explore the current evidence in relation to competency assessment and assessment approaches, and the willingness of preceptors for assessing nursing students’ competency in a clinical setting. The scoping review used the five-stage methodological framework that was developed by Arksey and O’Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Relevant studies were searched by applying a comprehensive literature search strategy up to April 2024 across the following databases: CINAHL, OVID MEDLINE, EMBASE, and PUBMED. A total of 11,297 studies published between 2000 and April 2024 were revealed, and 38 were eligible for inclusion, which the research team categorised into three main themes: definitions of competence, tools for assessing competence and preceptors’ and mentors’ viewpoints in relation to the assessment of nursing students’ competence. This review established that there are a multitude of quantitative instruments available to assess clinical competence; however, a lack of consistency among assessment instruments and approaches between countries and higher education institutions is prevalent. Existing research evidence suggests that the preceptors carried out the assessment process clinically and they found difficulties in documenting assessment. The assessing of nursing students’ competency and the complexity of assessment is a concern for educators and mentors worldwide. The main concern centers around issues such as the interpretation of competence and complex measurement tools.

In the current further education (FE) and higher education (HE) environment, students are under increasing pressure to perform well and achieve good results. As educators we must strive to enable students to make the most of their higher education by providing an education of the highest quality and enhance the learning experience. This study was undertaken as a preliminary investigation of how students learn and how we, as educators, can improve their learning. In this study, a range of students on different (FE and HE) courses completed the VARK (visual, audio, read/write, kinaesthetic) questionnaire on learning style preferences at the beginning of the semester. Responses were analysed and the author adapted various teaching techniques into course materials for the semester to accommodate the results obtained in the initial VARK survey. Students' responses were encouraging, with many being keen to participate with a view to improving their course performance. The author found that using a range of teaching techniques encouraged student participation in the course and, for some, enhanced their performance in assessment. This investigation provides an insight into the awareness of learning style preferences and how such awareness can be positively exploited in teaching and learning processes.

In recent years UK university-based nurse educators have seen a reduction in their responsibilities for nursing students' practice-based assessments. Many university-based nurse educators feel that this lack of input into students' clinical assessments leaves them open to criticism as they are perceived to be less "in-touch" with clinical practice and that their knowledge to teach nursing students is diminished as a result. This paper examines and debates some interpretations of the term "recent clinical practice" and challenges the misconception among many in the profession, as well as government and professional bodies, that university-based nurse educators require recent clinical practice to effectively teach students and enhance the student learning experience in the academic university setting.

Simulation-based learning is increasingly used in healthcare education; however, limited evidence exists on how it is specifically applied to support undergraduate nursing students in pharmacology. This systematic review aimed to examine the types of simulation modalities used to enhance pharmacology education, evaluate their effectiveness in improving students’ medication management, and assess the quality of existing studies. Systematic searches were conducted across seven databases, including Embase, CINAHL, Web of Science, PubMed, and Medline. Of the 3,060 records identified, 127 full-text articles were assessed for eligibility, and 51 studies met the inclusion criteria. Simulation modalities consistently improved pharmacology-related learning outcomes. Studies that incorporated structured pre-briefing, validated assessment instruments, and comprehensive debriefing protocols demonstrated the strongest statistical effects. However, students’ perceived self-efficacy in pharmacology was rarely examined, indicating an important gap in the current literature. Overall, effectiveness appeared to be influenced less by the level of simulation fidelity and more by the alignment between the simulation modality, learning objectives, student needs, and educational context. Adherence to best-practice standards recommended by the International Nursing Association for Clinical Simulation and Learning also appeared to strengthen learning outcomes. Simulation-based pharmacology education shows promise for improving medication competence among undergraduate nursing students, although further research is needed to evaluate self-efficacy outcomes and strengthen methodological rigour.