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Overview

A spoonful of sugar: the successes and challenges of embedding skills and support in traditionally non-academic professional programmes Dr Stephanie McKendry, Vic Boyd, Gayle McKay. Overview. Context – Scotland and GCU Role of the ADTs Schools of Built and Natural Environment and Health

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Overview

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  1. A spoonful of sugar: the successes and challenges of embedding skills and support in traditionally non-academic professional programmesDr Stephanie McKendry, Vic Boyd, Gayle McKay

  2. Overview • Context – Scotland and GCU • Role of the ADTs • Schools of Built and Natural Environment and Health • Entry to the academy • Evaluation – where are we and how do we go forward?

  3. Scottish context In 2007/2008 the Scottish Funding Council replaced its widening access premium with the Widening Access Retention Premium (WARP) • To support institutions in improving experience of learners with potential from disadvantaged backgrounds. • Greater emphasis on retention. • Strong correlation between level of recruitment of students from more deprived areas and proportion of students who leave without completing their course • Those institutions with greatest challenge in terms of ‘at-risk students’ given greatest allocation. See http://www.sfc.ac.uk/information/info_circulars/sfc/2007/sfc2307/sfc2307.html

  4. Glasgow Caledonian University • Formed in 1993 with merger of Glasgow Polytechnic and Queen’s College, Glasgow. • 4th largest in Scotland in terms of student recruitment. • Student population of over 16,000. • 6 Schools. • Student Demographics (New f/t, u/grad entrants in 2008/2009): • 58.5% female • 39.7% 21 or over • 34.9% held HN as highest entrance qualification • 37% live in areas classified in bottom 2 of the Scottish Index of Multiple Deprivation (SIMD) • Student Experience Project Report (2008), Key Summary Data from Phase 1 of the Study of 2008/2009 ‘Higher National’ Entrants to Full Time Undergraduate Programmes, http://www.gcal.ac.uk/studentexperience/documents/hn_entrants_gcu_2008.pdf

  5. Academic Development Tutors • ADTs in all 6 Schools. • Funded by WARP so emphasis on retention, progression and completion. • Generic role adapted to needs of School.

  6. Academic Development Tutors

  7. Construction in the Academy • Move away from competency-based approach to transformative learning (Newton, 2009) • In transformative learning, content is replaced by process as a driver of learning (Mezirow, 2000) • Teaching of graduate attributes • Educators are often expert practitioners, not teachers • Importance of maintaining links with industry • BUT favour competency approach

  8. Characteristics of BNE learners Characteristics • 9 BEng and BSc Programmes, around 300 students per year • Over 1/3 students are part-time • Predominantly white (97.3%), male (78.1%) student population • Reluctant to ‘volunteer’ for support or extra curricular activities • See themselves on career path • Mainly home students living locally Implications • See themselves on a specific career path • Reluctant to volunteer for extra curricular activities • Difficult to offer development opportunities to part-time students

  9. Nursing’s route into the academy Progressed from overtly religious ,vocational calling to the largely secularised profession of 21st century (Rognstadt, 2002) Training in schools of nursing attached to hospitals • Why? • Professionalisation, increase recruitment • Evidence based practice (Kedge & Appleby, 2009) • Complexity of care, increased autonomy and decision-making • Need for critical skills and graduate attributes. • Student centred approach • Challenges • - Removal of salary (McCarey et al, 2007) • -Transition has not been smooth (Hall & Lynes, 2007) • Media representations (McKenna et al, 2006) • Mixed reaction from profession and students Late 1980s/1990s Project 2000: nurses studying towards diplomas/degrees within HEIs Scotland: 2011 UK: 2013 All degree profession

  10. Characteristics of School of Health learners • Characteristics • Predominantly female. • High proportion aged 25+, many adult returners. • Diversity of entry routes: school, college, clinical area. • Many have advanced clinical but no academic skills. • Caring commitments and part-time work common. • Mainly home students, living locally. • Full time attendance. • Implications • Flexible delivery vital. • No assumptions re: level of competence/confidence made. • Aim to highlight insidious nature of fixed intelligence beliefs in material. • Confidence building and recognition of existing skills. (Kedge & Appleby, 2009) • Development of professionalisation. • Lack of extra-curricular engagement.

  11. BNE: embedded support 1 • Main role of ADT is in attendance monitoring • Interviews conducted to offer support • Used to identify support issues • School ELS and Library drop-in sessions • Organises School Induction Programme, Information events, etc. • Pre-entry support • Ning site

  12. BNE: embedded support 2 • Professional Orientation and Practice module • Opportunity for students to develop professional identity • 20 credit bearing module for all Level 1 students • Guest speakers from industry and professional bodies • Development of PDP and study skills • Teaching tailored according to Programme to ensure subject specificity

  13. Health: embedded support 1

  14. Health: embedded support 2 studySMART

  15. Evaluation – the quantitative • Centrally • Retention and progression figures. • Results data, at modular and programme level. • E.g. 2008/2009 ↑6% to 93% progression for 1st year Dip/Bachelor Nursing • - Due to ADT support, change of staff, change of assessment, change of cohort? Each School • Uptake of the service (email contact, workshop attendance, one-to-one appointments). • Evaluation of individual activities (e.g. summer school, placement blog). • Retention and progression figures. • Results data, at modular and programme level.

  16. Evaluation – the qualitative Each School • Anecdotal evidence from students. • Anecdotal evidence from staff. • Evaluation of individual activities (e.g. summer school, placement blog).

  17. Evaluation – the gaps Challenges • Central push for statistics – how does this illustrate/ equate with the student experience? • Duty to improve retention and progression – does this impact on the more holistic aspect of enhancement-led development? • All ADTs have developed different models – should these be comparable?

  18. The future of the roles • 2 – 3 year contracts • Conflict of ownership • Individual Schools vs Central resource • Difficulty of removing service students now perceive of as valuable and expect • Who will fill the gap?

  19. Contact details • Dr Stephanie Mckendry (School of Health)stephanie.mckendry@gcal.ac.uk • 0141 331 3450 • Vic Boyd (School of Health) • victoria.boyd@gcal.ac.uk • 0141 331 3481 • Gayle McKay (School of Built and Natural Environment) • gayle.mckay@gcal.ac.uk • 0141 331 3623

  20. References Hall, G. & Lynes, D., (2007) ‘Education for nurses in primary care: the universities’ perspective’, Education for Primary Care, 18, pp. 437-442. Kedge, S. & Appleby, B. (2009) ‘Promoting a culture of curiosity within nursing practice’, British Journal of Nursing, 19 (10), pp. 635-637 Le Var, R. (1997a) ‘Project 2000: a new preparation for practice – has policy been realized? Part 1’, Nurse Education Today, 17, pp. 171-177. Le Var, R. (1997b) ‘Project 2000: a new preparation for practice – has policy been realized? Part 2’, Nurse Education Today, 17, pp. 263-273. McCarey, M., Barr, T. & Rattray, J. (2007), ‘Predictors of academic performance in a cohort of pre-registration nursing students’, Nurse Education Today, 27, pp. 357-364. McKenna, H., Thompson, D., Watson, R. & Norman, I., (2006) ‘The good old days of nurse training: rose-tinted or jaundiced view?’, International Journal of Nursing Studies, 43, pp. 135-137. Mezirow, J. (2000) Learning as transformation:Critical perspectives of a theory in progress. San Francisco, CA: Jossey-Bass.

  21. References Newton, S., (2009) ‘Transformational Higher Education in the Built Environment’, Journal for Education in the Built Environment, 4(1) 100 – 112. Rognstad, M-K., (2002) ‘Recruitment to and Motivation for nursing education and the nursing profession’, Journal of Nursing Education, 41(7), pp. 321-325. United Kingdom Central Council for Nursing, Midwifery & Health Visiting (1986) Project 2000: a New Preparation for Practice, UKCC, London -

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