Festival of Learning Poster Abstracts 2010
- “Your tutor is your friend” Reflections on the first year. Using experiential learning in first year to identify obstacles and explore opportunities for 2nd year nursing students.
Kath MacDonald, Helen Riddell
The somophore slump theory suggests that after an enthusiastic first year, students experience a slump in second year, which results in poorer outcomes and increased attrition rates. QAA Enhancement theme (2007) asks, “what do we want students to get from their first year?” We asked students to reflect on their first year experience in order to identify their learning and perhaps reduce the potential for a slump during second year.
2 cohorts of students beginning the 2nd yr of a 4 yr programme were invited to a one day induction prior to formal commencement of their classes. Students were assigned to groups and asked to reflect on some key questions in relation to their first year experience. Additionally each group was given a letter from a graduating student, reflecting on their experiences and their learning. Responses were collated and discussed together.
Results; Students enjoyed forming friendships, becoming independent and more confident, applying theory to practice, students saw their tutor as their friend.
Students found placement to be all consuming and tiring. Organisational issues (timetabling, uniforms, supervision), made life difficult. Surprise was expressed about their own lack of knowledge in academic writing.
Conclusion: Using a combination of reflection, peer and experiential learning in induction may serve to transition students through the sophomore slump and offer opportunities to focus on areas of student weakness.FoL posters 2010
- The Adventures of Super Nurse: using technology to enhance student engagement in nursing curriculum.
Gail Turner, Laura Irving, Kezia Kropp-Thierry (student nurses), Kath MacDonald
The Nature of Nursing module aims to help students’ to develop a professional identity that is principle and theory based. The module addresses the elements of nursing’s metaparadigm; nursing knowledge, professional issues and promoting health augmented by theories of communication, which are core to the profession. At the end of the module students were asked to think creatively to portray in groups their understanding of the Nature of Nursing. We present one group’s depiction.
Development of a comic strip presentation inspired the students to develop a piece which was eye catching and fun and encompassed the four strands of the module. The Super Nurse was used as an empowering image to illustrate the weight and nature of the profession. Super Nurse within the comic strip takes the viewer through various scenarios relating to the module in a light hearted manner. Use of technology helped convey understanding of the module to both lecturers and fellow students.
The Presentation enabled linkage of the theoretical aspects of the module to practice. Presentation and IT skills were also developed as a result of this activity. Overall this experience gave us an insight into how technology can engage students in the learning process.
Using technology creatively in formative assessment allowed for individual learning styles, and empowered and engaged students. This links to the QAA Enhancement Theme: Personalisation of the First Year, which aims to acknowledge individual learning styles, engage and empower students and exploit the potential of new technologies.FoL posters 2010
Professor Barbara Jack (authors: Jack B, Devereux J, Hosgood P, Kirton J)
The Disability Rights Commission (DRC, 2007) identified that legislation and guidance for entry to the Health, Education and Social work professions does not reflect the Disability Discrimination Act (DDA, 2005). Additionally guidance from the professional regulatory bodies is limited, resulting in Universities pre judging the ‘Fitness to Practice’ capabilities of students at application. This project aimed to develop an innovative web based zone providing pre-admission advice and guidance in relation to ‘Fitness to practice’ for health programmes for prospective students.
Complimentary quantitative and qualitative approaches were used to explore the experiences of current students with and without a disability to identify their information needs. A questionnaire was distributed to 247 students with 70 respondents, of which 11 participated in a semi structured interview. Data was analysed using descriptive statistics and thematic analysis.
The results indicated that the current pre application information was inadequate, particularly lacking in an explanation of the term ‘Fitness to Practice’, the role of Occupational Health and examples of student experiences. An innovative web based zone containing information on the above has been designed in consultation with an advisory group that included representative from NHS Occupational Health services and Human Resources. This web zone will be launched in January 2010 and evaluated after 3 months.
Learning outcomes: 1)To identify the issues that potential student nurses want more information on regarding ‘fitness to practice’ pre application; 2) To identify national and local issues concerning ‘fitness to practice’; 3) to produce a web zone of appropriate information.FoL posters 2010
Helen Nicholson & Dr Janet Holt
Current policy directs that service users and carers should be involved in all aspects of health professional education. An innovative approach to involving service users and carers in learning and teaching within the ethos of a Healthcare Ethics & Law module was developed which gave them the opportunity to offer their perspective without being “centre stage”. In expressing their values, beliefs and experiences service users added diversity, provided a different voice and new perspectives and enhanced learning. This approach also incorporated the empowerment ethos of policy.
Four service users or carers attended the sessions of groups of Adult Nursing, Child Nursing or Midwifery students on the module. They were asked to contribute to discussions as a group participant. Evaluation was in two stages. A written quantitative questionnaire for students and a focus group for service users or carers.
The majority of students thought that the presence of the service user enhanced their learning experience and made a difference to their perspective of what is morally right or wrong. The presence of the service user did not negatively impact on the students’ contribution to the discussion and the majority of students felt that having a service user or carer in the tutorial groups would be useful for students taking the module in the future. Service users and carers enjoyed the experience, felt valued and that their opinions were listened to.
The approach proved to be successful. Work regarding facilitation of sessions and evaluation of the facilitators experience is recommended.FoL posters 2010
- Healthcare graduates for the 21st century; Knowledge and attitudes relating to alcohol and brief interventions.
Jan Gill, Maggie Nicol, Caroline Gibson and Fiona O’May
Final year students studying a variety of healthcare courses (involving inter-professional education), at six Scottish universities completed a questionnaire (spring 2009). While changes in current health policy endorse graduate attributes promoting shared responsibility, an overlapping of roles, analysis of findings revealed differences between the professions in terms of level of understanding of health guidelines, acceptance of role and perceived confidence in personal knowledge relating to alcohol misuse. Two professions were predominantly viewed as key to this area of practice only by their own students (OT and pharmacy) while three (speech and language, radiography, dietetics) doubted the importance of their role.FoL posters 2010
- Narrowing the gap between research and practice through partnership working; development of an evaluation tool for health promotion practice
The poster presentation will outline a definition of evaluation and present, visually, a generic framework. The framework will be deconstructed into its individual components, and they will be discussed in terms of the evaluative activities they involve, their process and the theories and models that underpin them. How each component may be measured and their contribution to the entire evaluation process will also be discussed.
Intended learning outcomes for the proposed poster will be two fold. Firstly, as the evaluative tool (which will be based on the framework) will be in the developmental stages at the time of the conference this will be an excellent opportunity for professional input into the content and components of the framework and their implications for the tool. Attendees will be encouraged to submit their comments and feedback of the evaluative, either by completing a questionnaire on the day or contacting the author afterwards via email. This will shape the further development and refinement of the tool.
A second learning outcome will be the opportunity to disseminate good evaluative practice to practitioners. The framework will detail the main components of evaluation, thus promoting more thorough and accurate evaluations. The learning and benefits that comes from good evaluative practice will have implications for future interventions and allocation of funding.FoL posters 2010
Samantha Jewell (Helen Bristow, Clair Parkin)
Practice education has been a requirement of allied health professions for nearly 100 years. Its delivery has always been managed between the education and service providers without regulation or recognition. Whilst there is currently no statutory requirement for health professionals to contribute to practice education, it is regarded as good professional practice and recognised in AfC KSF. Improving the quality of care for service users is dependent on high calibre qualifying education, post-graduate education and continuing professional development.
The College of Occupational Therapists (COT), the Chartered Society of Physiotherapy (CSP) and the Society and College of Radiographers (SCoR) each offer practice educators a non-mandatory accreditation scheme which augments their CPD and is congruent with and has been mapped to the HPC CPD standards.
The AHP accreditation schemes have been designed and developed to build on all the above drivers and offer a CPD opportunity for health and social care professionals wishing to demonstrate and evidence their development in the role of practice educator with both professional and service user learners. These schemes are delivered through higher education providers in partnership with the professional bodies. There are now approximately 5,000 registered accredited practice educators, and the first registered cohorts are due for re-accreditation this year.
COT, CSP and SCoR are working through a series of proposals to merge the existing schemes into one. This development will provide a common framework with profession-specific bespoke features. Expressions of interest in collaborating from other professional bodies have been received.FoL posters 2010
- Evaluating clinically based vodcasts (screencasts) on the engagement of nursing students with research
Peter Reece Jones, Jo Rycroft-Malone, Alan Thomas, Neil Davison, Wendy Scrase
This study was funded by the Higher Education Academy, Health Sciences and Practice subject centre. The aim of the study was to investigate if the presentation of clinically based vodcasts detailing research carried out by local nurses would increase student engagement with research. Often students do not see the relevance of research to their practice, so if they could appreciate the impact of locally-based research then their perceptions may alter. The study used a pre-post design on one cohort of 2nd year adult-branch nurses pursuing their research methods course. The conceptual framework for the study was the Theory of Planned Behaviour [TPB] (Ajzen, 1991). The TPB has three components that predict whether an individual intends to do something. The individual should have a positive attitude towards research, should value research (subjective norm), and should have confidence in their understand research (perceived behavioural control).
Assessment of the intervention was through a questionnaire designed around the TPB framework that attempted to ascertain changes in the cohort’s intention to engage with research. The questionnaire was piloted with a group of 3rd year students and the vodcasts were implemented over a 6 month period. Results from the pre intervention to post intervention questionnaires showed a statistically significant increase in the cohort’s intention to engage with research. Limitations of the study are its small sample size and lack of a control group. However, this exploratory study does indicate the potential for using locally-based research to alter student perceptions.
References: Ajzen, I (1991) The theory of planned behavior. Organizational Behaviour and Human Decision Processess. 50, 179-211FoL posters 2010
Pam Stead, Jane Davies, David Clarke
Modern healthcare places stringent demands on its professionals. This, in turn, impacts on the preparation of students for professional practice within higher education and has led to the exploration of techniques which offer safe but realistic experiential learning opportunities. This project sought to enhance inter-professional student learning between the professions of children’s nursing and occupational therapy through a simulated community scenario, using a problem based learning approach. Preparation for the simulation involved the sharing of professional knowledge and skills within an inter-professional peer-led group. The use of digital media to capture the simulated scenario allowed students the potential of re-visiting the experience to deepen their understanding and enhance reflective practice. The University’s web based learning environment gave students unlimited access to their scenario and offered electronic group discussions to complement their face-to-face interactions. In terms of benefits to learning and teaching, the simulations appeared to engage the students at a deep level, and allowed inter-professional learning to take place in an enjoyable and supportive atmosphere.
Evaluation of the experience is discussed, from both the students and the staff, with future implications outlined, such as the extension of the initiative to other healthcare professions and the considerations necessary for wider implementation.FoL posters 2010
Bernie Davies, Conrad Webbe, Ann Jackson, Pat Bluteau, Andi Brooks, Steve Brydges
This poster shows how, using principles of interprofessional team work, learning technologists and educators can learn from, with and about each other to collaborate in producing effective online education. The poster uses an online interprofessional learning pathway followed by all health and social care students from Coventry University and the University of Warwick Medical School as a case study. It shows the importance of collaboration and willingness to learn from each other at all stages. These include developing learning materials, building the online interface, preparing students and educators for working with the pathway, providing online access for students and staff, ensuring effective delivery of learning and evaluating and researching the whole initiative. The poster also shows how as the project progressed, learning technologists and educators collaborated on development of the curriculum and of more sophisticated online learning materials to support this. Screen shots are used to illustrate these developments and the poster describes where we started from, where we are now and how we got here.FoL posters 2010
Strategy, structure and systems have been highlighted by Yeo (2005) as key aspects of Problem Based Learning (PBL) that reduce anxiety and increase motivation amongst students. Clear communication therefore in relation to PBL objectives and curriculum design were the focus of a multi-method evaluation of two Honours Level modules; Preparation for Clinical Leadership and Management of Long term Conditions. The evaluation revealed that commensurate with current literature, students undertaking PBL find the process enjoyable but anxiety-provoking. Reasons for anxiety emerged through Fourth Generation Evaluation (Guba and Lincoln 1989). These were a lack of clarity about academic staff expectations in relation to the process of PBL and anxiety as to how students should demonstrate evidence to meet learning outcomes. Outcome evaluation also revealed that some students found the case scenarios unhelpful in triggering discussion and debate. To reduce student anxiety and increase motivation, clear communication of the module structure, proposed outcomes and the process of PBL should be supported and enabled by an initial, introductory session, a detailed module guide, a more focused, effective case scenario and WebCT support.FoL posters 2010
Bev Ball, Andrew England
The current Medical Imaging and Radiotherapy programme’s embrace a blended learning approach to deliver their curricula. They use a variety of virtual and physical approaches to train effective and empowered radiographers who will adapt to the ever changing clinical climates.
In 2006, after a curriculum review, it was proposed that service user input would be incorporated into the Radiotherapy and Medical Imaging undergraduate programmes. This was unique for the directorate but part of a growing culture of user involvement in Health Sciences at Liverpool. This paper explores the development of a range of approaches involving service user involvement inter-professional teaching and learning. It looks at how collaborative discussions with user groups have helped develop a successful strategy for service user involvement which has enhanced the student experience in the two programmes.
After a successful pilot project, users are now an integral part of the radiography/radiotherapy curricula across all three years. Evaluations from both student and users are highly positive with particular emphasis on the mutual benefits from improved communication and professional relationships.
The project has enabled other directorates within Health Sciences to use the strategies and support gained through service user involvement in Medical Imaging and Radiotherapy. Service user involvement improves student experiences and therefore improving the quality and range of the education experienced by students.FoL posters 2010
The Schwartz Report in 2004 recommended the use of fair and transparent processes, valid and reliable recruitment and selection methods as well as the minimisation of barriers for entry to higher education. These recommendations need to be carefully considered alongside the professional body guidance provided by the Nursing and Midwifery Council which advocates the use of face to face engagement as a selection method for all potential nursing students.
A project team has been commissioned by the Yorkshire and Humber Health Authority to undertake research reviewing the impact of widening participation initiatives on admission to health professional courses. One aspect of this research has involved reviewing the evidence base surrounding recruitment and selection methods, specifically focusing on the use of interviews as this is a widely used selection method throughout the UK within pre-registration nursing university admissions processes.
The purpose of this paper is to present an overview of the interim findings of this ongoing project as a discussion is needed in the interpretation of professional body guidance by exploring the use of interviews as an admissions selection method and the impact of this on widening participation and equality within higher education.FoL posters 2010
Susi Peacock, Sue Murray, Alison Scott
Timely, appropriate and detailed feedback is central to the learning process and is essential if our students are to become self-regulating and independent lifelong learners (Carless 2008). Feedback on progress is particularly important for students in the health sciences; these learners regularly undertake activities in the clinical environment which are less structured and predictable than those in the academic setting, requiring a highly flexible response. However, little quality research has been undertaken about students’ attitudes to and experiences of feedback (Poulos & Mahoney 2008) and even less on how our learners respond to feedback provided in the online environment.
This presentation, drawing upon five case studies from radiography, physiotherapy and nursing, will outline the results of a year’s study into health science students’ experience of feedback. Our findings provide an insight into our learners’ understanding, preferences for and expectations of feedback. We discuss how learners engage with feedback and how they perceive its role in their on-going learning within and outwith the institution. In addition, we outline students’ initial responses to receiving formative and summative feedback within an ePortfolio system.
Recommendations focus on how we, as tutors, can improve the impact of our feedback. We discuss how we can build and maintain an on-going assessment dialogue with our students. Key issues such as communication, power and emotion are also discussed. Finally we provide a model of how tutors can use the ePortfolio to facilitate students’ engagement with feedback throughout their programme of studies.
Carless, D. 2008. Differing perceptions in the feedback process. Studies in Higher Education, 31 (2) 219-233
Poulos, A. and Mahoney, M. 2008. Effectiveness of feedback: the students’ perspective. Assessment and Evaluation in Higher Education, 33 (2) 143-154.FoL posters 2010
Julie Laxton, Abdul Kapdi & Voyin Pantic
The ALPS CETL programme’s vision is;
• to achieve excellence in assessment and learning based on interprofessional Common Competency Maps, which can be delivered by mobile technology and
• to ensure that students graduating from courses in health and social care are fully equipped to perform confidently and competently at the start of their professional careers.
ALPS assessment tools were developed to enable feedback to students in practice from a variety of sources; practice assessors from their own or a different profession, their peers, service users +/- carers. The ALPS assessment tools and accompanying learning material were delivered to selected cohorts of students (5 different professions within University of Leeds) via mobile technology.
At the University of Leeds we worked collaboratively to achieve the best possible outcome for our students. There were times when this collaboration was very challenging. Our collaboration involved working with;
• IT department and external commercial partners
• Our NHS partners to enable safe and effective delivery of learning and assessment to students whilst on placement outwith the HEI setting.
• Tutors within the University and our Practice Placement Facilitators to demonstrate how the systems worked.
• How we worked with our service user/carer groups to enable confidence in the ALPS assessment tools and the technology
During the time of the ALPS programme there were some high profile cases reported in the press where data has been lost. This emphasised the need to provide secure solutions and communicate this effectively to allay fears and reduce incidents.FoL posters 2010
This project tracked a cohort of students for the first 12 months , providing insight into the unfolding of the first year undergraduate experience and of a new full-time Paramedic Science course. This important development for paramedic science, the NHS and Higher Education (HE) in Wales occurs against a background where there is increased awareness of the importance of students’ first year experience as a predictor of student retention, performance and overall satisfaction with the HE experience (Krause, 2007). However, it has also been documented that students of subjects allied to medicine (SAM) have a lower level of engagement with fellow students and faculty during the first year compared to other types of students. In an attempt to understand more about the first year experiences of this under-researched group of health professional students data were collected via semi-structured interviews (n=11) and a 75 item survey questionnaire (n=45) which explored how students adjusted to life as university paramedic students. Both qualitative and quantitative data give a rich insight into the first year experiences of paramedic student. One example from the findings strongly suggest that paramedic students perceive themselves more as “paramedics” rather than university students and that their sense of “belonging” is contingent on their ability to identify and affiliate not with the campus community but the professional paramedic community. This presentation will disseminate further interesting insights into the sometimes dichotomous existence of paramedic students within HE and the effects of such an existence on their first year experience in university.