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Addressing Obstacles to Success: Increasing student engagement with science

Addressing Obstacles to Success: Increasing student engagement with science. Presented by Kelly Gibson-van Marrewijk Jane Stewart Jackie McHaffie. Acknowledgements. Other Wintec Research Team Members: Dr Gudrun Dannenfeldt Dr Kevin Stewart Dr Margaret Duff (previously at Wintec)

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Addressing Obstacles to Success: Increasing student engagement with science

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  1. Addressing Obstacles to Success: Increasing student engagement with science Presented by Kelly Gibson-van Marrewijk Jane Stewart Jackie McHaffie

  2. Acknowledgements • Other Wintec Research Team Members: Dr Gudrun Dannenfeldt Dr Kevin Stewart Dr Margaret Duff (previously at Wintec) • Research Partners: Dr. Rosemary Hipkins • Funding from:

  3. Format of Presentation • What is the problem? • Research Overview • Phase Two • What we did….. • What we found out….. • What difference did we make? • Where to from here?

  4. Science courses • Abstract • Decontextualised • Midwifery / Nursing practice • Applied science • In context Tacit links Educators decide what science knowledge is necessary Midwives / Nursestranslate science’s meaning in practice What is the problem?

  5. Addressing Obstacles to Success 2 year project Phase One 2006 • Focus groups with: • Midwifery & Nursing Clinical Educators • New Graduate Midwives & Nurses Rich Contextual Mapsof Midwifery & Nursing Practice in Action Literature Review Development of Intervention for Phase 2 Research Overview – Phase One (2006)

  6. Bachelor of Nursing • Intervention Topic • Cardiovascular system • Renal system • Bachelor of Midwifery • Intervention Topic • Breastfeeding & Lactation Paper Phase Two 2007 Evaluation Tools • Students • SGID • ‘Ticket out of class’ • Summative Esssay • Moodle Activity • Staff • Self Review • Peer Review • Students • SGID • ‘Ticket out of class’ • Formative Tests • Moodle Activity • SETMAP • Cohort 21 • ‘Ticket out of Class’ • Focus Group • SETMAP Phase Two Evaluation Tools • Staff • Self Review • Peer Review

  7. What we did… Interventions - Nursing & Midwifery • Content reduction • Stories • Visual aids • Laboratory sessions • ‘Tickets out of Class’ (Angelo, 1993)

  8. Establishing Relevance • New Zealand race-walker Craig Barrett collapsed during the last kilometre of the 50 km walk in the 1998 Commonwealth Games. He became confused and disorientated and staggered aimlessly before being removed from the race and successfully treated. (http://en.wikipedia.org/wiki/Craig_Barrett_(athlete)

  9. Questions for students • Craig had been drinking during the race to prevent dehydration, but was he drinking water or “sport drinks”? • Is the difference important? • Did he drink too much, or not enough? How would you be able to tell? • What was the appropriate treatment?

  10. What we found out.... • Positive feedback from students • Mixed feedback from tutors

  11. What difference did we make? • Students • Teaching staff • Project team - Ripples

  12. Where to from here? Bernstein (2000)

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