ESCalate 2 nd Student conference 16 April 2010 Glasgow Caledonian University School of Health

1. ESCalate 2nd Student conference 16 April 2010Glasgow Caledonian UniversitySchool of Health Student Engagement Through Collaboration: Enhancing the Curriculum with Learners as Partners Helen Gough Patricia McDonald Patricia Lynn Linda Proudfoot Lynda Yates

2. Aim of Presentation • To share the collaborative journey between student nurse • teachers and lecturers in the evaluation of reusable • learning objects • Background to action research project • The collaborative journey • Challenges and learning • Students as stakeholders

3. Glenfinnan Viaduct, West Highland Line

4. Planning the Journey MSc in Healthcare Education GCU Caledonian Scholar & Associates Initiative Learning, Teaching & Assessment Strategy

5. Caledonian Scholar Project Aim and Objectives AIM: Collaboratively develop, implement and evaluate creative, reusable learning objects which build on existing, innovative educational approaches. • OBJECTIVES: • To collaborate with student teachers and key stakeholders in the • development and embedding of two reusable learning objects. • To design the evaluation in collaboration with student teachers. • To evaluate the effectiveness of the reusable learning objects and • their impact on student learning. • To engage and disseminate at programme, school, university & • wider education community levels.

6. The Ticket Office Pre departure

7. Pre departure: Engaging students as stakeholders Incentives to engage Choosing to engage Opportunity to know more about research and evaluation Application of theoretical research knowledge to practice was anticipated Involvement in innovative teaching and learning Opportunity to collaborate with peers Enabled achievement of NMC/UKPSF outcomes Developing teaching and research roles • Year 2 students and newly qualified nurse teachers (NQNTs) • Learning opportunity & teaching practice hours for Year 2 students linked to stage in programme associated with M Level research and evaluating a curriculum development • CPD opportunity for NQNTs to contribute towards retaining professional recognition • Enable practical application of research process and develop research skills and knowledge • Enhancing curriculum • Build on existing relationships between students and programme team

8. Departure Point Establishing the collaboration

9. Establishing the collaboration • Five members of the collaborative group ( two lecturers, two second year student nurse teachers and one newly qualified nurse teacher) • Agreeing the use of the small scale evaluation model (Hall &Hall 2004) • Determining the guiding framework for collaboration (Barrett & Keeping, 2005)

10. Determining the guiding framework Factors that guide inter professional collaboration Knowledge of professional roles (individual constraints/diversity of working backgrounds) Willing participation Confidence ,respect & support Recognising knowledge and skills Open and honest communication Trust and mutual respect Power balance leadership and facilitation Potential for conflict & envy Uncertainty & anxiety Co investigators Barrett and Keeping (2005) Ground rules Respect Confidentiality of discussion Commitment is voluntary Flexibility of participation Consensus agreement around commitment Learning opportunity Research participants

11. Collaboration in action • Cycle 1: • Seven meetings from November 08 - May 09 • Constructed evaluation objectives: • To determine the effectiveness of two learning objects as resources fro blended learning • To ascertain the reusability of two learning objects • To explore student learning from engagement with two learning objects • To explore learning from collaboration in the design and evaluation of two learning objects

12. Collaboration in action • Cycle 1: • Determining study populations: Emerging stakeholder positions Students emerging as learners Students emerging as co-investigators Students emerging as research participants • Sampling, recruitment & data collection methods • Questionnaires Synchronous discussion Focus groups • Selecting analytical methods • Descriptive statistics • Thematic analysis

13. Collaboration in action • Cycle 2: • Critical reflection on collaboration and outcomes of cycle 1 to aid • decision making for cycle 2 • Students as learners and co-investigators • Determination of participant population for cycle 2 • Revised recruitment strategy & ethics • Revised questionnaires • Recruited study participants • Management and analysis of quantitative data Students as research participants • Research participants in Cycle 2 focus group

14. Signalling : Student challenges and learning Challenges Learning Move from surface to deep approach in learning Made jargon more meaningful Collaboration filled gaps in learning Development of teaching role Promoting interprofessional working in a curriculum development Development of preceptorship programme Development of research role Ethics, designing data collection tools & qualitative data analysis Transference of research knowledge & skills • What have we done? • Part-time study mode • Full-time employment • Distance • IT access • Are we going to manage this? • Do we have the appropriate knowledge?

15. Shared learning • …“Its each individuals knowledge and background experience that they bring to the collaboration” • Relationships and ownership • ...“Oh you’re my tutors and you have much more knowledge base than me, but because of the collaboration it has not been that way at all, it has been, I think equally shared”… • Collaboration Process • “I think that when we came to analysing the feedback from the students and working together with the coding…that was really beneficial and I got a lot from that collaboration…” First Station: End of cycle one early themes

16. Signalling : Lecturer learning and challenges Challenges Learning Learning from collaboration requires to be recognised and made meaningful Relationship is crucial to learning Significant organisational role involved Flexibility is a double edged sword Emerging model of collaboration • Staged ethical approval & recruitment • Integrating research activity within current workload • Facilitator Vs group member • Resisting the urge to lead; • Co-ordinating communication • Balancing stakeholder positions

17. Emerging model of collaboration

18. Approaching our Destination

19. Students as stakeholders • Students as learners • Students as co-investigators • Students as research participants

20. References • Barrett, G., Keeping, C. (2005) “The process required for effective interprofessional learning” In: Barrett, G., Sellman, D., Thomas, J. (Eds) Interprofessional working in health and social care Palgrave MacMillan: Basingstoke pp 18-31 • Hall, I., Hall, D. (2004) Evaluation and social research: introducing small scale practice Palgrave MacMillan: Basingstoke • Contact details: • Helen Gough: 0141-331-8333, H.Gough@gcu.ac.uk • Linda Proudfoot: 0141 331 3904, L.Proudfoot@gcu.co.uk

21. Discussion • Key questions for debate: • Please tell us about your experiences of collaboration between students and lecturers in relation to improving learning and teaching. • What frameworks or models did you use to support collaborative learning and what are your views on the model for collaborative learning introduced in the presentation today? • How viable are the three stakeholder positions (students as learners, co investigators & research participants ) in enhancing a curriculum with learners as partners