29th International Networking for Healthcare Education Conference

Transcription

1 29th International Networking for Healthcare Education Conference Churchill College, Cambridge 4-6 September 2018 Themed session abstracts Strands 3A-3I: 5 September 2018, Strand 3A: Education in clinical practice and practice development Bevin Room Diabetes CPD for nurses working in UK general practice Nicki Walsh, Bishop Grosseteste University Research paper, Bevin Room Understanding the experiences of nurses working in General Practice in the UK of existing opportunities for diabetes continuing professional development (CPD) is essential to guide both the considered value to their daily practice and educational provision. STEP: Strengthening Team-based Education in Practice Kathy Wilson, Middlesex University Research paper, Bevin Room This is a large collaborative project involving a number of London HEIs and practice partners who came together to explore ways in which practice learning could be enhanced. The project identified five key themes which formed the basis of a multi-method research project and the findings have informed a range of resources that can be used to support the ever-changing landscape of contemporary practice learning. This is a Health Education England-funded project that is led by Middlesex University and forms part of a wider initiative involving the development of a Centre for Practice Learning. Learning and development strategies in clinical leadership programmes: What works best for whom, when and why? Helen Stanley, Canterbury Christ Church University and RCN Research paper, Bevin Room This paper reports on Phase1 of a PhD study, a Realist Evaluation of the impact on workplace teamwork and culture of the learning and development strategies in a Clinical Leadership Programme. A concept analysis of Clinical Leadership and realist review of Clinical Leadership Programmes will generate a programme theory to identify what kinds of learning and development strategies work best for whom, when, why and in what circumstances. The international implications for individuals, teams and the service/organisation in developing workforce culture and leadership development programmes, person-centred practice, retention and recruitment of nurses will be explored. Try before you buy: Implementing and sustaining a specialist rotation programme for junior nurses Elizabeth Allibone, Alexandra Wilson and Tania Soares, Royal Brompton and Harefield NHS Foundation Trust Innovation paper, Bevin Room

2 The Royal Brompton and Harefield NHS Foundation Trust (RBHT), London, UK is reporting significant success from an initiative designed to recruit and retain newly qualified nurses and nurses new to the cardiothoracic specialty. It was in response to the growing shortage of nurses in the UK and London coupled with the recognition of the challenges of providing high quality nursing care to an increasingly complex and unique specialist patient population. Strand 3B: E-learning/blended learning Club Room Use of text analytics to promote effective social learning in a global health MOOC Sally Parsley, Astrid Leck and Daksha Patel, London School of Hygiene and Tropical Medicine; Susan Lynch, Consultant Research paper, Club Room This presentation reports on an exploratory study investigating the use of text mining by educators and learners to support social learning in a global health MOOC, in order to increase levels of learner engagement, satisfaction and retention. From blueprint to blended: Optimising an enhanced blended approach to learning about nurse leadership Melody Carter, University of Worcester Innovation paper, Club Room Preparing nurse graduates to lead and manage care is a significant challenge in current curriculum development. The application of relevant experience, theory and concepts to the realities of a complex practice context is a daunting prospect for teacher and student. This paper reports on the development of a blended approach to learning about how to lead in pre-registration nursing and reports on service user, carer and student participation in its development. The use of a 'Blueprinting' method was key to ensuring that the blended pedagogy was achieved aligning virtual learning environment activities, group work and critical reflection on practice and assessment. The results and feedback from participating students will be presented and key challenges will be discussed. Technology Enhanced Learning (TEL) in an undergraduate Nursing curriculum, benefits, challenges and solutions: A mixed-methods study Andrew Melling, Northumbria University Research paper, Club Room This presentation will begin by highlighting the key drivers behind the use of Technology Enhanced Learning (TEL) in an undergraduate nursing curriculum. It will then present the results of a mixed-methods study examining students experiences, beliefs and attitudes to TEL. The results of a large survey and subsequent individual interviews will be used to demonstrate key benefits and potential pitfalls associated with the use of technology in the classroom. It will conclude by looking at the future of health education and its associated pedagogy. Neonatal resuscitation: Maximising student learning opportunities through the development of a blended learning solution Sharon Nurse and Matt Birch, Queens University Belfast Innovation paper, Club Room Neonatal Resuscitation is a vital skill required by midwives, nurses and doctors in everyday practice but learning these skills is challenging due to their complexity and the time required to develop and gain confidence in performing them. Maximising student learning opportunities through the development of a blended learning solution has been achieved through an online education package which includes films, interactive quizzes and tests which provide valuable feedback for students as well as flexibility in accessing this learning tool. Strand 3C: Using simulation to enhance learning Cockcroft Room A conceptual framework for simulation in

3 Healthcare education Irwyn Shepherd, Monash University Research paper, Cockcroft Room The purpose of this research was the development of a Conceptual Framework for Simulation in Healthcare Education (CFSHE). A social constructivist perspective guided the study. It entailed the identification of the current number of conceptual frameworks and theoretical models cited in the literature which inform and guide simulation interventions; and identified whether those conceptual frameworks and theoretical models actually guided the design, delivery and evaluation of simulation interventions. Through evaluation research and the utilisation of a modified Delphi technique, the development of a CFSHE that will inform and guide the design, delivery and evaluation of future simulation interventions has been developed. Introducing person-centered simulation to undergraduate Nursing students Carrie Hamilton, University of Portsmouth Innovation paper, Cockcroft Room Delivery of safe, compassionate and dignified care is based on a mutual relationship between individuals, where openness, honesty, trust and respect are essential components (Reed, 2011). A number of recent reports indicate, this isn't always the reality for some patients and their families (Abraham, 2011; Francis, 2013). The standards of proficiency for registered nurses (NMC, 2017) state that the ability to communicate with sensitivity and compassion is central to person-centered care. Working in simulation, with the assistance of service users and with simulated patients as the patient/relative advocate, we have created meaningful scenario-based learning for undergraduate nurses. University-based simulation practice: Learning lessons from Australia (Reporting on a 2017 Florence Nightingale Foundation Scholarship) Gary Francis, London South Bank University Issues for debate paper, Cockcroft Room This presentation reports on a Florence Nightingale Foundation Scholarship to Australia, where university-based simulation practice was explored in Sydney and Melbourne to understand the key components, challenges and benefits of delivering a high volume simulated learning activity in light of proposed Nursing Midwifery Council changes for simulated learning and practice hours. Development of community simulation resources for student nurses: A European project Susan Ward and Clare Hawker, Cardiff University Research paper, Cockcroft Room Simulation for community settings has not developed at the same pace as hospital-based acute care scenarios. As a group of ten European universities we are working together to address this. The first phase of the project is to develop a community simulation education resource for student nurses at novice level year 1, intermediate level year 2/3 and competent level year 3/4. The second phase is to implement this across all ten universities as part of a realistic evaluation research study. The complete resource will be available to all universities. Strand 3D: Developing the future healthcare education workforce Fellows Dining Room The impact of Nursing and Midwifery Council (NMC) revalidation on the identity of academic staff in a higher education institution in the United Kingdom, and its importance to students: A mixed-methods study Julie Attenborough, City, University of London Research paper, Fellows' Dining Room This paper reports on the initial impact and contribution of revalidation to professional identity amongst nurses and midwives working in higher education, and the impact of staff s professional identity on students. Participants identified strongly as nurses and midwives first and academics second. Students valued the clinical experiences of lecturers but did not expect them to have clinical currency, whereas

4 academic staff were self-conscious about the amount of time away from practice. The implications of academic staff identity as registrants in higher education is discussed. Narrowing the gap: considering gengagement - implications for the future healthcare workforce education Heather Ingram and Nageen Mustafa, Keele University; Kerry Jones, Nottingham Universities NHS Trust Research paper, Fellows' Dining Room Continuing the exploration of differing generational perspectives on job satisfaction and workforce retention (Jones, Warren and Davis, 2015), Narrowing the Gap (Jones, Ingram and Mustafa, 2016), aimed at understanding factors influencing workforce retention. The primary objective was to identify high impact actions that could potentially enhance job satisfaction, career progression and retention. A secondary objective was the development of a framework for job enhancement reflecting the views of four generations of nurses and midwives with reference to national and international case studies. The outcomes have implications for the pre-registration education and continuing professional development of the healthcare workforce. The friendly, the difficult and the dishonest nurse: The factors that precede a decision to refer an early career nurse to the fitness to practise committee Abbie Fordham Barnes, Birmingham City University Research paper, Fellows' Dining Room This presentation reports on a grounded theory research study which explored the themes that preceded the referral of early career nurses to the professional regulator. Interviews were conducted with 20 healthcare employers in different regions of England. The findings highlighted four categories: alarm bells; wanted and unwanted characteristics and values; a chain of expectations; and situational stressors and mental health needs. This research highlighted the educational strategies needed to support early career nurses resilience and transition into the profession and the workplace. A checklist has been developed that can be used to help to identify practitioners at risk of referral to the professional regulator. Strand 3E: Educational enhancement JCR Games Room Evaluation of multi-sensory activities and virtual reality in teaching and learning Susanne Lewis, Susan Rae and Suzy Houston, University of the West of Scotland Innovation paper, JCR Games Room This interactive session will present results of a pilot study that incorporated multi-sensory simulation activities and virtual reality technology into the teaching and learning environment. The evaluation measured the impact of the teaching and learning on the student nurses' knowledge and empathy towards caring for service users with sensory processing differences. Enhancing student nurses' knowledge and confidence in technology enabled care Susan Rae and Gillian Gamble, University of the West of Scotland; John Paul, Scottish Fire and Rescue Service Innovation paper, JCR Games Room This presentation will discuss a series of innovative education packages developed for undergraduate student nurses in order to enhance their understanding of technology enabled care. A collaborative inter-agency approach was taken between the University of the West of Scotland, the Scottish Centre for Telehealth and Telecare (NHS24) and the Scottish Fire and Rescue Service. The interactive sessions included; talks, discussion, patient stories, videos and interactive scenariobased workshops designed to encourage students to critically assess situations and apply technological solutions to promote health and wellbeing. The presentation will discuss the effectiveness of the interventions and how the results will inform and improve future practice. A focus group exploration of using virtual

5 reality to support the teaching of Nursing undergraduates Laura Park and Claire Ford, Northumbria University Innovation paper, JCR Games Room Technology is continuing to advance and develop, and virtual reality (VR) as an educational resource has the potential to increase educational worth. This research project aimed to explore student nurses perceptions of using VR as an innovative learning and teaching strategy. Findings from the study provide recommendations into how VR can be successfully implemented into the classroom. Rethinking practice: Enhancing learning opportunities using Chromebooks and Google Drive in an adult nursing course Carole Phillips, University of Portsmouth Innovation paper, JCR Games Room This paper outlines methods of embedding technology within a new nursing curriculum, specifically the use of Chromebooks and Google Drive. The University of Portsmouth has recently returned to providing pre-registration nurse education and has used this as an opportunity to adopt novel educational technologies within the curriculum, and a variety of approaches to support student learning, by learning from existing nurse education programmes. Strand 3F: Learning and teaching strategies JCR TV Room Flipped Team Based Learning: Pros and cons Maryam Malekigorji, Queen's University Belfast Innovation paper, JCR TV Room We report the employment of team-based learning (TBL) combined with flipped classroom learning within a UK joint college for two years. TBL were instituted in the Pharmaceutical Science BSc course for non-native English speaking students in China. Group allocation was randomised in each session to increase students engagements and interactions as well as addressing some of the learning issues reflected by the students while working within a fixed group. Students perceived that blended TBL approach helped to develop lifelong learning skills and their retention of knowledge within the blended TBL course was significantly higher compared with traditional teaching methodologies. Increasing international student engagement with healthcare subjects: A cognitive, multimedia approach David Roberts, Loughborough University Innovation paper, JCR TV Room Governments from the Americas to the Antipodes privilege the idea of student engagement. Yet we have done little to transform a primary pedagogy in healthcare education - the lecture. Recent cognitive psychology scholarship says this is because we are underexploiting the brain s visual processing power. It predicts increased engagement with academic content if we teach by combining images and text, instead of overusing text. This session demonstrates a visual teaching approach proven to enhance student engagement by between 40% and 80% and argues it will work for healthcare education anywhere because it rests on cognition, not content or culture. Team-based learning: The good, the bad and the ugly Karen Currell, Sheena Miller, Steve Lui, Karen Adams and Sophie Hinsliff, University of Huddersfield Innovation paper, JCR TV Room This session will look at the experiences of a group of multi-professional healthcare academics in implementing a team-based learning strategy within a large multiprofessional research module. It will look at the challenges and unforeseen issues encountered as well as the successes and positive lessons learnt. It will encompass the GOOD, the BAD and the UGLY in the hope sparking debate and helping others who may be considering using this strategy. What are final year Midwifery students

6 views and experiences of telling and listening to practice-related stories? The findings of a phenomenographic doctoral research study Rosalind Weston, University of Worcester Research paper, JCR TV Room Stories and storytelling are often viewed as being merely helpful anecdotes to illuminate teaching. This phenomenographic Doctoral research study fills a gap in the evidence by asking: What are final year midwifery students views and experiences of telling and listening to practice-related stories? The findings indicate that stories and storytelling have a vital role to play in students learning in university and practice. They are viewed as comfort blankets, batons, vehicles, signposts and capstones for transformative learning. A new conceptual model which could be used by educators when designing curricula in health and social care programmes will be showcased. Strand 3G: Learning and teaching strategies Seminar Room 1 Active learning strategies: How do we assess for significant learning? Christine Sommers, Universitas Pelita Harapan Innovation paper, Seminar Room 1 This session describes the use of flipped classroom and small group activities in a large Nursing classroom and discusses challenges for assessing significant learning in Nursing students. This session will also invite dialogue among the participants regarding best practice(s) for assessing significant learning in nursing students. Enhancing teaching strategies through eclectic active learning approaches for neuro-anatomy Colette Beecher, Sheffield Hallam University Innovation paper, Seminar Room 1 Active learning is a recognised approach to enhance student engagement (Machemer & Crawford 2007). Active learning techniques, can assist with teaching science-based subjects such as Neuro-Anatomy (Lujan & Dicarlo 2006). Students based at Sheffield Hallam University engage in active learning tasks for understanding Neuro-Anatomy. Findings from an evaluation survey in 2016 indicate student learning is enhanced through the use of these learning techniques and an eclectic approach. Resources and approaches will be demonstrated at this event. These include model and collage activities, and introducing the 'Take the Neuro-highway' board game. Enriching understanding through collaborative learning in a flipped classroom environment Jennifer Green, Massey University Research paper, Seminar Room 1 This presentation reports on a research project to implement a team-based learning strategy, within a flipped learning environment, in an undergraduate nursing degree programme in New Zealand. The project will provide evidence of the efficacy of team-based learning, 'TeamLEAD (Learn, Engage, Apply, Develop)' by exploring student perceptions of collaborative group learning activities in comparison with final course grades. Participants are year two, Bachelor of Nursing students from three separate campuses. Data was analysed using paired t-test comparing pre- and post-survey responses to group collaboration activities. This project hypothesises a positive relationship between student perception of experiences and their assessment results. Strand 3H: Student experience and engagement Sixties Room The liminal space occupied by a PhD student teacher Dilla Davis, University of Salford Issues for debate paper, Sixties Room A PhD student teacher role is relegated to the status of a peripheral/marginal participant. Unlike their teaching peers, they do not have an acknowledged space nor a teaching identity but a ubiquitous label of student. Moreover,

7 their lack of engagement and participation in the pedagogical school activities is justified by the obscurity of their role teacher/student. This ambiguity, lack of identity, blocks them from moving from the comfort zone, precludes from experimenting and hinders in exploiting creative ventures. Therein lies the problem, as Wenger (1998) points out the lack of space to build the identity and the sense of ownership. Evaluation of a peer mentoring scheme (buddy scheme) for Children s Nursing students Michelle Ellis and Ellie Taylor, City, University of London Innovation paper, Sixties Room At City, University of London we have developed a peer mentoring scheme which enables first year students to be supported by senior students. Colvin and Ashman (2010) state that peer mentoring schemes enable senior students to help less experienced students improve academic performance, personal growth and knowledge. Peer mentoring is reported to assist with the transition to university, academic achievement (Andrews and Clark, 2011) and reduce anxiety (Sprengal, 2004). Specific benefits in a nursing context include increased readiness for professional practice, improved recruitment and retention as well as professional development of the peer mentors (Smith et al, 2015). The aim of this theme paper is to outline the approaches used and the findings from the evaluation of the peer mentoring scheme. Are we still eating our young? Supervision of students in practice Jan Royal-Fearn, University of Nottingham Research paper, Sixties Room Reports from students show there is a lack of compassion in practice despite literature on this issue (Bartholemew, 2006, Rees, Monrouxe, McDonald 2014). The current economic climate for nursing internationally results in increased pressure on health services and reduced staffing. Does this mean we are getting harder with students? When we cannot always be kind to each other does this mean we take this out to students too? This paper will use research findings (Royal-Fearn, 2017) to demonstrate how assessors look for compassion in students and contrast this with care shown by assessors to students in practice. Strand 3I: Partnership working Tizard Room Evaluating the impact of an emotionally healthy schools pilot project: A higher education/practice stakeholder collaboration Celeste Foster and Shelly Allen, University of Salford Research paper, Tizard Room In the UK, the Department of Education s (2015) white paper: Promoting children and young people s emotional health and wellbeing, placed a requirement upon educational authorities to develop school-based strategies for enabling and maintaining the emotional health of young people. This paper presents the findings of an evaluation of the impact of a six-school pilot project that was intended to meet the white paper requirements. The development of higher education institute/practice collaboration between the University of Salford and a local education authority for the purpose of knowledge translation, in order to develop bespoke methods of evaluation will be presented. Protecting the public: Using simulation for regulatory assessment Sue Thorpe, Independent consultant Innovation paper, Tizard Room The Nursing and Midwifery Board of Australia (NMBA) undertakes functions as per Health Practitioner Regulation National Law. The NMBA regulates the practice of nursing and midwifery in Australia, and one of its key roles is to protect the public. Nurses with alleged practice deficits are required to undergo performance assessment using clinical simulation. This paper will share the journey travelled in partnership from assessment in

8 practice to the use of contemporary simulation methodology for regulatory assessment. Partnership for Practice Fiona Hibberts, GSTT Innovation paper, Tizard Room This paper outlines the partnership between an acute NHS trust and higher education institution, to provide academic accreditation for clinical practice-based learning. Ultimately to benefit professional development, informing practice and improving patient care.