Session 7.1: Making magical MOOCs
General
Mr David Robertshaw University of Derby
Through lessons learned from delivering a MOOC on dementia during this workshop we will discuss:
- a proposal process for MOOCs and what topics to choose;
- designing and planning learning activities for MOOCs;
- creating assessments suitable for MOOCs;
- how learner interactions can be facilitated;
- supporting ‘students’ through MOOCs;
- the lessons we can learn from MOOCs to apply back our mainstream courses;
- how you can share the voice of patients and service users;
- involvement of the third sector in the development of MOOCs.
We’ll do this by creating ‘mini-MOOCs’ in small groups during the hour-long workshop. Participants will have the opportunity to bring their own ideas for courses and leave with a formulated plan of how they can further develop and implement their idea.
Session 7.2: Embedding authentic assessment in a pre-registration BSc nursing curriculum
Nursing and Midwifery
Mr David Gallimore Swansea University
The aim of this presentation will be to detail the new assessment strategies that have been introduced in the pre-registration BSc nursing curriculum at Swansea University since the revalidation in 2012. One of the guiding principles of this revalidation was to introduce a new approach to teaching and assessment for this programme. As nursing is a practice based profession it was considered that authentic assessment would be an appropriate choice. The presentation will consider the key elements of authentic assessment and how these are relevant to the educational development of student nurses. The key healthcare related drivers for these assessments will be outlined. There will then be a report the two assessments already established in the curriculum and the outline of a proposals for a third. Evaluations of the assessments including the barriers encountered and feedback from the students will also be covered.
Session 7.3: An evaluation of the inclusion of service user feedback in practice assessment of student nurses
Nursing and Midwifery
Professor Lesley Baillie Mrs Jane Fish Mr John Barclay Mrs Diana Case Mrs Jane Crussell Mrs Pam Humphries Dr Vincent Icheku Dr Joady Mitchell Mrs Martina O'Brien Dr Susie Sykes and Dr Stephen Thompson London South Bank University
The aim is to report on an evaluation of the inclusion of service user feedback in the practice assessment of student nurses. The objectives are to: 1) Discuss the rationale for including service user feedback; 2) Explain how service user feedback is included in a new practice assessment document; 3) Present perceptions of how service user feedback contributes to practice assessment from students’ practice mentors’ and academic staff perspectives. Involvement of service users in health and social care education is a well-established principle. It is important to develop practical and meaningful ways of service user involvement in the practice assessment of students. When a new nursing practice assessment document was developed a section for service user feedback was included led by a service user group. A mixed method evaluation from students’ practice mentors’ and academic staff perspectives yielded generally positive views but also highlighted some challenges which will be discussed.
Session 7.4: Developing academic literacies in podiatry education: A model of good practice
Health
Dr Jane McKay and Ms Wendy Smith Glasgow Caledonian University
Study skills related stress has been frequently reported amongst healthcare and specifically podiatry students (Mandy et al. 2006). The delivery of academic development by learning developers is one way of addressing this and embedding support in discipline-specific contexts is recognised as best practice (Harris & Ashton 2011). Fully embedding academic development can however be difficult for learning developers and some evidence exists to support collaboration with subject specialists (Blake & Pates 2010) an approach which might have particular merit in healthcare education (Murdoch-Eaton & Whittle 2012). Such collaboration has taken place between a learning developer and podiatry lecturer and embedded within the BSc (Hons) Podiatry programme at Glasgow Caledonian University. This session aims to share this practice and drawing upon evaluation data will include reflections on why it works and challenges faced. Consideration will be given to practice recommendations and how the underpinning pedagogical principles can be applied to other disciplines.
