Session 10.1: Dual-belonging in radiotherapy students
Health
Mrs Clair Brackstone Birmingham City University
Student belonging is an area that has been well researched in higher education and has strong links to student retention. This study aims to investigate the dual nature of belonging within students training for a professional vocation as these students must develop a sense of belonging in both the academic environment and the clinical environment. Students received questionnaires that explored their sense of belonging in both the clinical and the academic setting and provided a belongingness score for both settings. Students were also asked for demographic information their background and whether they had considered leaving the course. The scores were analysed and in particular compared across the academic and clinical settings. How these scores fluctuated as students progressed through the course was of particular interest. This study is the first part of a doctoral study into dual-belonging and the data from the questionnaires will be followed up through in-depth interviews.
Session 10.2: High impact pedagogies and student engagement in learning: Implications for Health and Social Care
General
Professor Carol Evans Professor Daniel Mujis and Dr Michael Tomlinson University of Southampton
This presentation provides an overview of the outcomes of a systematic review of the academic literature on high-impact pedagogical strategies and student engagement in learning within higher education (HE) with a specific emphasis on patterns within Health and Social Care; this project was funded by the Higher Education Academy in 2015.
The aims of the project included: (i) identifying dominant pedagogies used to generate engaged student learning; (ii) evaluating the robustness of the evidence base; (iii) identifying key elements of effective practice; (iv) exploring gaps within the literature. An integral part of this analysis involved critically exploring different conceptions of student engagement and notions of what constitutes high impact pedagogies within 21st century HE learning environments.
Session 10.3: Causes of ATtrition in CHIldrens NursinG (CATCHING) study
Nursing and Midwifery
Dr Stephen McKeever** Dr Lisa Whiting* Dr David Anderson**** Ms Dee Anderson*** and Dr Alison Twycross** University of Hertfordshire* London South Bank University** Middlesex University*** and City University London****
Reducing student nurse attrition requires targeted interventions. However where there is a paucity of research such as in children’s nursing further insights are required. A mixed methods study was conducted to explore causes of attrition from pre-registration children’s nursing courses across four universities. This study included quantitative data and semi-structured interviews with participants who had faced challenges and either ‘left’ or ‘stayed’ on their programme. Attrition varied according to university and year with most attrition occurring in year one (primarily due to academic failure or personal circumstances). Emerging themes were ‘Expectations of pre-registration children’s nursing’ ‘Realities of a pre-registration children’s nursing course’ ‘Decision to stay or leave course’ ‘Factors that influence students leaving or staying on the course’ and ‘Advice for future nurses’. Key academic placement and services were identified however variations existed in delivery. With increased understanding of attrition from children’s nursing courses developments in course provision can be made.
Session 10.4: Postgraduate ultrasound programme: we've flipped have you?
Health
Miss Gill Harrison and Mrs Allison Harris City University London
In recent years due to technological advances innovative curriculum design has been central to the developments within many health care education programmes (Kiviniemi 2014). The Medical Ultrasound programme at City University London has been no exception. To enhance the face to face learning time within the part-time postgraduate programme we developed a method of blended learning which involves on-line lectures and guided self-study supported by interactive film viewing sessions group discussions simulation and games within the lectures. Additionally on-line case discussions are used to share clinical cases from the students’ workplace and develop collaborative M-level learning and assessment in the clinical modules. To further engage students with this collaborative learning and help to develop transferable skills students negotiate their own “rules” and take responsibility for leading the cases.
The term “flipped classroom” has appeared frequently in recent educational literature (Hoffmann 2014). This presentation will consider how the post-graduate medical ultrasound programme has flipped review some of the student feedback and share ideas that could be used within other programmes.
Session 10.5: Using audio feedback to engage and support online learners
General
Mrs Claire Beecroft and Mrs Helen Buckley Woods University of Sheffield
This session aims to introduce the topic of audio feedback give a brief overview of the evidence-base and provide practical advice on how best to use audio feedback. It will also identify the risks and limitations of audio and discuss how best to assess the suitability of audio feedback for each specific assessed piece of work. By the end of the session participants will be able to:
- identify the advantages and risks of using audio feedback with online learners;
- describe the different forms of feedback that can be given via audio;
- plan and prepare appropriate online feedback using relevant tools and techniques;
- critically assess the relevance of online feedback for a particular piece of assessed work.
