Training in motion: creating efficiencies and unexpected opportunities HSLG Annual Conference

1. Training in motion: creating efficiencies and unexpected opportunities • HSLG Annual Conference

2. Project Aim • To develop a framework of tailored training tools which could be built on in each year of study. The aim of which was to provide supplementary support to the face to face training currently delivered to Nursing & Midwifery students. • Blocks of content would be accessible both individually or as a series and content would be transferred across modules and departments.

3. Project Drivers • Substantial increase in student numbers and student diversity but no additional Librarian allocation • An increase demand to move towards online learning • Combined hospital placement and academic studies making traditional access to Library resources and the Librarian more challenging. • The Library strategic plan - more universal design of supports and diversity of resources

4. Students Diversity • In both UG and PG cohorts we have seen an increase in student diversity: • Mature students (10-15%) • International students (7%) • Students registered with disability (5-7%)

5. Growth in student numbers - Undergraduate

6. Growth in student numbers - Postgraduate

7. library strategic plan

8. Project Timeline : First wave 2013-2014 • Mapping: • May – June 2014: Past courses / Consultation with Module Leaders / 1 to 1 consultation feedback with students • Developing content: • July – August 2014: Undergraduate content was developed • Staff tested August - September 2014 • Delivering: • Undergraduate content delivered October 2014 • Review: • Nov 2014 look at developing content for 4th year students and up • Make minor edits to reflect interface changes

9. Delivery of content • Once content was created the items need a mechanism of delivery - Why blackboard? • Blackboard was already in use by the School • It has a simple file structure • All student course materials are in blackboard • Library material could be presented along side curriculum documents • It provided 24/7 access • Mobile device friendly – new blackboard app

10. What was the content? • Database user guides • Worksheets • Example sheets • Powerpoint presentations • Some material was repurposed from the successful Library HITS programme and some was newly created • Examples were tailored depending on delivery to Nurses or Midwives. Their classes are delivered in different strands with differing content • Increasing complexity of examples was also built in and followed on in the worksheets over the UG programme

11. Feedback • Staff say “students are using the resources” - directed there as a first intervention before arranging for a 1 to 1 with the Librarian. • Anecdotally several mature students have said that the fact they can retake the class using the work sheets in their own time is reassuring. This is the second year of the materials being available and already the number of first years requesting 1 to 1 sessions has reduced by approx. 60%. • Ease of access to materials using mobile devices and theability to review material out of hours • Students registered with disability have mentioned that they like the fact they still have face to face but can pace their own follow up learning

12. Project Timeline : Second wave 2015-2019 • What happened next? • In 2015 the content for UG formerly available in the three modules I taught in was rolled out across all UG modules in blackboard - success! • Content creation started Jan 2015: for 4th year, HDip, MA & PhD Nursing & Midwifery material • March 2015 – School changed the format of their assignments for the MSc students – rewrite now required for all PG materials • August 2015 – The School of Nursing & Midwifery announce they will now be merging all core classes for the UG Nursing & Midwifery programmes

13. Also in 2015 I discovered I was expecting twins due to arrive in November

14. Result….

15. The NEW plan • Create lesson plans for all my classes to hand to my replacement (?) • Review and roll out MSc content which was transferable and applicable to the new assignment • Embed any support materials into blackboard for the new academic year and roll over the prior years content • Curriculum merger – start a planning document to merge midwifery and nursing content into the pre-existing learning framework developed under

16. 10th Nov 2015 – July 2016

17. The NEW NEW Plan • 1. Step back and look at all resources across the UG and PG curriculum in consideration of universal design = print & digital & video • 2. Urgently review the MSC and PhD Library training supports (currently receiving requests for 1 to 1 consults with over 50% of the students) • 3. Update the UG & PG CINAHL materials as we had moved to CINAHL Complete and EBSCO changed their logo

18. Universal Design • … is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. It is a fundamental condition of good design. • Simply put, universal design is good design.

19. The new assignment MSc? • In 2014/15 a school decision was made requiring MSc students to do a research review or a systematic review as output for the 2 year MSc programme. Rolling out in 2015/16 • - in reality = a systematised review (smaller DB coverage and only 1 reviewer with supervisor oversight)

20. What did this mean for me? • Current delivery of support to the MSc students was a physical walking tour of the Library and a 1 hour class going through the basics of using the Library. Basic database training • - All the supports I had created mimicked this structure – this was no longer fit for purpose

22. Evolving the content • I dropped the physical tour • I took 2 hours in the training lab • I stripped back the database training • The class focuses on working through a research question and the processes the students would have to follow to go from question to search using the databases. • I offered a drop in clinic after Christmas for 2 weeks for the MSc group. (allowed for students to catch up) • Endnote for research workflow class (on request) • Covidence site license was purchased (new online training materials)

23. revised blackboard training materials Systematised review Endnote Covidence

24. Powerpoint • MyReadingList@TCD Layer content for universal design • Userguide • Worksheet 2019/2020 2018/2019 2016/2017 2014/2015

25. Feedback – quick staff survey “That the resources are very helpful, but it is encouraging them to use the. They become familiar with them when doing a specific assignment but may not use them again for another year or two! “ “Students are v complimentary re the resources, especially since they are conveniently placed WITHIN all modules - so no further navigation via Library resources is required. “ “I feel it is comprehensive to meet all needs. “ “The Librarian does a fabulous job and I commend the development of online resources specific to the needs of various student groups. The challenge is how to best deploy the Librarian's time and knowledge to meet the diverse needs of a large School “ “Jessica is already excellent. She just needs to have more time to help us here in the school”

26. In early 2018 a decision was made to provide the research methodologies module of the PG curriculum into online only content. A mapping project is currently underway which will embed systematic searching and Endnote for research process management as core content

27. Curriculum merger • August 2015 - announcement of a change in curriculum which would merge the Nursing & Midwifery groups at undergraduate level – content rewrite required for all UG training materials to reflect the new merged cohort

28. Content was merged and generalised • Pre-existing resources were merged under a new module – examples were generalised rather than coming from a nursing OR midwifery background • Finding Statistic & Guidelines and health • Cochrane Library • Endnote Online – this was supplemented with mini panopto videos of the entire class • General database searching tips • Introduction to CINAHL / Pubmed • Teaching was solidified into year 1 and year 3 for ALL students • ALL handouts presentations and supporting materials were delivered through blackboard – no more paper

30. Reduction by 55% of teaching hours

31. What efficiencies were achieved? • Number of queries: • 1-2 year students drop of 90% in requests for 1 to 1s • 3 year students – drop in 80% of queries • 4 year students 50% drop • PG – this has increased due to increased outreach with the cohort • MSc programme “research module” is going online – I can repurpose my videos on systematic searching without needing to start from scratch – this is rolling out to the PhD programme also • Content can be rolled across modules as an entire folder – time saving • No more paper = no more time on the photocopier doing admin – students referred to worksheets in blackboard

32. Opportunities – what do I do with the extra time? • I am currently co-authoring on 14 systematic reviews, I have 3 in press at the moment. Subject areas including Accessibility, ID, mental health, cardio vascular, midwifery and children's nursing • I am a regular guest speaker on the PhD monthly research days • Invited speaker at the Annual Research Day • Invited speaker at the School’s forum, for academic staff • - Joint winner of the HSE Open Access award in children’s nursing • - successful bursary win with the HSLG to attend EAHIL

33. What have I learnt? • Nothing is static – my materials have to be quick to alter and expand to reflect an ever diversifying students base and interdisciplinary subject area • After completing any change I need to reflect whether they are answering the students needs • The college will continue to evolve its structures and strategies • There is always a new plan • If you build it – build it lots of ways – 1 size wont fit all – always remember universal design • Its ok to fail

34. Questions Jessica Eustace-Cook Nursing & Midwifery Subject Librarian Hamilton Library Second Floor, Hamilton Building Trinity College Dublin College Street Dublin 2 email: eustacj@tcd.ie