A study evaluated shared learning in educational programs preparing students for employment as nurses, midwives, and health visitor teachers in the United Kingdom. Data were collected from the following: descriptive survey of 17 centers preparing teachers in nursing/midwifery/health visiting (response rate, 12 centers); interviews with course leaders at 5 of the centers; survey of 58 program completers and interviews with 17 newly qualified teachers from the 5 centers; and interviews with 8 mentors and 4 managers in colleges of nursing/midwifery. Most centers promoted shared learning activities, albeit to different extents. Half the centers focused on shared learning solely from a theoretical perspective. Little evidence of application of the principles of shared learning within the teaching practice component of the curriculum was found. Consensus regarding the objectives of shared learning was lacking; however, there was general agreement on the potential benefits and barriers to shared learning. It was determined that teachers of nursing/midwifery/health visiting are already in shared learning environments incorporating other health professionals and professionals from a wider framework of general education. (Twenty-five tables/figures are included. Appended are the following: study questionnaires and cover letters, interview schedules, and table detailing new teachers' definitions of shared learning/shared teaching/team teaching. Contains 62 references.) (MN)