This chapter covers three situations of vocabulary learning, all of which can occur outside the classroom. The first situation has been called extramural English or extramural learning, and could be called learning through entertainment. It involves largely incidental learning through watching TV or movies, surfing the Internet, online social interaction, playing online games, listening to songs, or reading or listening for pleasure. It can also include social interactions with native speakers. Extramural learning is not a part of a regular English course and is not under the control of a classroom teacher. The second situation is supplementary learning. This involves learning outside the classroom which is related to a course occurring inside the classroom. It is largely directed by the classroom teacher. It may involve extensive reading, extensive listening, interacting with others, and writing, and could also involve the deliberate learning of vocabulary and other language features. The third situation has been called self-directed learning and involves the learner organising their own language course without the help of a teacher.

In this chapter, you will learn how to plan your study around your existing commitments. You are encouraged to build on your strengths and improve in areas that may hold you back. You will learn how to find time to study and be kind to your future self. This chapter gives you an idea of the different kinds of academic support you may be able to access and provides some hints for using the online study environment to your advantage.

Learning at university is often self-directed, and the skills developed and employed in your nursing education can help to ensure you have acquired the graduate attributes needed to continue learning while you practice as a nurse.

This chapter provides you with strategies to enhance your study and to be successful in your learning endeavours. You will discover that you learn from your teachers and educators as well as from your peers and networks. You will be provided with hints for making both formal and informal peer support and group work function effectively for you. Finally, you will be given suggestions for using social media to help feel connected while simultaneously avoiding common pitfalls in your journey to become the best nurse you can.

Teaching, learning and providing emotional support in the sexual and reproductive healthcare setting is a key component of successful and sustainable abortion and family planning programs.Beneficial outcomes – for both patients and providers –are tied to the skillful provision of emotional support and patient-centered communication.In this chapter, the activity of pregnancy decision counseling is used to illustrate self-knowledges, attitudes, and skills by which emotional support is operationalized within the framework of an Entrustable Professional Activity.Guidance is provided for self-directed learning in active listening, assessment, analyzing assumptions and recognizing bias.The deliberate practice and cognitive apprenticeship models describe the roles of teacher and learner in the real-world setting of the medical environment.Emotional support lends itself to these models in the same way as other important, routine activities that are essential to providing high-quality patient-centered care.

How can we encourage adolescents to ask the most effective questions? Several different lines of research design children’s and adolescents’ learning environments in ways that capitalize on self-initiated, largely self-directed question-asking and answer-seeking. We describe a number of studies indicating that such contexts yield effective outcomes for several different kinds of learning and across different populations. We discuss inquiry, and its importance for students developing a sense of agency and value in conducting their own inquiry and their learning more broadly. The role of argument, a context in which claims are expected to be justified by appeal to evidence, is highlighted as it can lead one to question a claim being made, and thus be seen as a driving factor to engaging in discourse about a claim. Finally, we stress that teachers must learn to cede control to an extent that allows students autonomy in choosing questions they find authentic and worthy of pursuit, and in letting students engage and address one another directly, allowing them to develop the norms of discourse that reinforce accountability to one another.