Diane Marks-Maran

‘They had a way of helping that actually helped’: a case study of a peer-assisted learning scheme

The Department of English Literature at Kingston University piloted an innovative Peer Assisted Learning (PAL) programme as part of a two-year pilot project funded by the Higher Education Funding Council for Englands (HEFCE) Widening Participation Fund. The project aimed to enable first-year students to develop academic writing skills related to a specific level-one module. Part of the evaluation involved undertaking a student survey to determine students perceptions of how PAL contributed to their writing skills and their ability to critique their own writing. Findings from the survey indicate that the PAL programme had a positive impact on students perceptions of their learning in four areas: clarification of new knowledge; development of assessment (writing) skills; reduction in feelings of intimidation; and the creation of a safe environment for learning. Assessment results are also discussed. However, the most important findings were that the results support constructivist and situated learning theories about how students create meaning, and that, in the specific area of writing skills, successful students are better equipped and better placed than lecturers to pass on these skills to novice students in a peer-facilitated environment. The data supports to conclusion that, in this study, PAL enables them to become better learners.

Providing learning support to nursing students: a study of two universities.

In universities where significant numbers of nursing students come from non-traditional backgrounds, and where an equally significant proportion of students have English as a second language, provision of learning support is essential to ensure success and progression, and to prevent attrition. This paper presents an evaluative study of the support services provided to undergraduate nursing students in two universities in the United Kingdom (UK). Both universities have significant numbers of students from non-traditional backgrounds and who have English as a second language, and both institutions have in place a large array of student support mechanisms. The aims of the study were to identify all existing student support mechanisms across the two universities, to illuminate the profile of students who enter pre-registration programmes at the two universities (age, gender, educational background) and to measure the perceptions of students of the use and usefulness of the support mechanisms provided by their university. Survey method evaluative research was the chosen research approach. Findings showed that the support services that appear to have the greatest impact on student success in their nursing programme are the programme leaders/module teachers, small study skills groups (known as APPL and L2L) and, for the 50% of students who required it, academic literacy and numeracy support sessions. For students who have English as a second language and with non-traditional entry qualifications, numeracy and academic literacy support is particularly valued.

Promoting the development of a supportive learning environment through action research from the ‘middle out’

This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and staff at the institution. The paper begins by identifying common themes which point towards principles and strategies for educational change though a brief review of three concepts that are central to the initiative: ‘action research’, the ‘learning environment’ and ‘change management’. The account of the SLEI focuses on some of the processes of change management that were deployed and the subsequent discussion draws on the theoretical review to reflect critically on possible lessons for the promotion and management of localised change in higher education.

Using a virtual patient activity to teach nurse prescribing.

The Faculty of Health and Social Care Sciences at Kingston University/St Georges University of London (KU/SGUL) provides a module to train registered nurses to qualify as independent nurse prescribers. During the programme the participants engage in an online learning activity using a virtual patient (VP). The aim of this VP activity is to enable students to consolidate their learning and to practice the range of skills that the students have been developing related to prescribing. The activity was designed by the module leader and was run as a pilot on two groups of students (n = 34). An evaluative study was undertaken on the value of this blended learning activity to the student and their prescribing practice. This paper presents the development, implementation and evaluation of the VP activity. Findings showed that the VP activity was perceived as being particular useful for helping them to learn the skills of patient history/assessment, decision-making and prescription writing. The VP was also perceived as being helpful in developing their confidence.

Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher

The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years.

Enhancing the employability of newly qualified nurses: a pilot study

Vocationally based higher education programmes are meant to prepare people for employment in their chosen fields of study. In nursing, historically, employment after qualifying has been almost assured, with sufficient vacancies available for newly qualified nurses. Recently, however, for a number of reasons, primarily related to economic conditions, it is more difficult for newly qualified nurses to gain employment when they have finished their university programmes. One university has recognised this problem and has provided full‐day programmes, known as ‘Enhanced Employability Events’, for newly qualified nurses to enable them to further develop the skills required to apply for posts, improve their interview technique and succeed at additional tests and activities related to gaining employment as nurses. This article presents the findings of an evaluative research study into these employability events in terms of which aspects of the events were most valued by participants, and into the outcome of attending these events in terms of success at gaining employment. The article is relevant to the work of all teachers who are involved in preparing students from any vocational programme of study for employment in their field.

Practising for progression into nursing: a collaborative approach to the preparation of potential nursing students

A collaborative project was undertaken between the Clinical Skills Laboratory at the Faculty of Health and Social Care Sciences (FHSCS) at Kingston University/St Georges University of London (KU/SGUL) and Kingston Borough Schools Vocational Development Service. The project was designed to address the challenge of preparing potential health care students to make informed decisions about a career in health care through the development of a strong interface between the FHSCS and local schools and colleges. School students were invited to attend sessions in the clinical skills/simulation laboratory working alongside student nurses to learn fundamental nursing skills. An evaluative study undertaken into the project showed that the experience in the simulation laboratory was viewed very positively by students and helped them to learn new skills as well as to make or affirm positive career choices for nursing. Of the 30 school students participating in this study, 12 applied for and were accepted into the pre-registration nursing programme at this university.

Delivering a transition programme in literacy from level 4 to level 5 for nursing students: a pilot study.

This paper explores the development, delivery and evaluation of a pilot programme in academic literacy skills to help students make the transition from year 1 of their undergraduate nursing programme (level 4) to year 2 (level 5). Although there is a good deal of literature available about supporting students in year 1 to develop academic literacy skills, there is a dearth of literature on supporting students as they move from level to level during their university programmes. The pilot programme comprised five 1½ hr sessions on different aspects of literacy skills in the transition period between year 1 and year 2. Students from one cohort were invited to participate on a voluntary basis. Students undertook a pre-test before starting the programme and a post-test at the end. However, only a small number chose to sit the post-test making comparative analysis impossible. However, results of the student questionnaires showed that student confidence in their literacy skills increased and their perceptions of their literacy skills were that they were improved as a result of the programme. Importantly, marks on semester 2 written assignments were improved compared with year 1 work for those who had attended the programme. This study is important for both the progression of students from year 1 to year 2 of their nursing programme and for their ability to develop the kinds of literacy skills required for nursing practice.

safeguarding vulnerable adults

This article explores some of the issues surrounding safeguarding vulnerable adults, examines some of the related legislation and literature, and outlines the responsibilities of those who care for this patient group. The article describes how one hospital that specialises in caring for people with early-onset dementia, Huntingdons disease and alcohol-related brain injury who require additional support, has provided staff with appropriate evidence-based information about safeguarding adults.

Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up through collaboration between three higher education institutions (HEIs) to provide an efficient route for non‐maths graduates in employment to upgrade their subject knowledge and give a smooth transition into teacher training (PGCE). An evaluation of the scheme, measured against Teacher Development Agency (TDA) objectives and success criteria agreed by university staff, involved thematic analysis of focus‐group discussions and interviews with students and staff during both the MEC and PGCE courses. This has revealed a high level of satisfaction and success related to a number of underlying issues, particularly around student recruitment, curriculum design, peer support and staff collaboration. The model offers an example of practice transferable to a range of programmes aimed at supporting students in the transition between levels and institutions.