Usmg individual and group reflection m and on assessment as a tool for effective learmngThis paper outlines the background to the current United Kingdom educational scene for post-registration nurse education, highlighting the influence of the Enghsh National Board (ENB) framework and higher award The study reported was undertaken with the help of two student cohorts who were registered consecutively on a 6 month ENB course at diploma level Formal reflection usmg both mdividual written and group discussion was introduced focusing on the two summative course assessments This kind of formal reflection was seen as a learning strategy to influence positively students' educational outcomes and professional practice via six key factors (a) academic self-concept, (b) task awareness, (c) views of knowledge, (d) the influence of knowledge on behaviour, (e) wnting as a learning activity, and (f) generating knowledge by reflecting in and on assessment with discussion The findings, reported under the SIX factor-headings, fully support the use of reflection m this way for these purposes (Accreditabon of Prior Learning) and APEL (Accreditabon of Prior Expenenbal Learning) were part of this movement Over the last few years, post-registrabon educabon for to encourage and to support the life-long learning of nurses has undergone considerable change in the Umted nurses Kmgdom (UK) This is largely m response (a) to meetingThe development of a coherent and comprehensive the needs of patients, clients and the health services, and 'open' framework for post-registration educabon and (h) to mamtammg and enhancing standards of educabon practice has increased both the number and the diversity and pracbce (UKCC 1990) m lnibal educabon and of nurses who have returned to formal study, as Bailey throughout the professional lives of nurses Opportumties (1992 p 983) points out, 'open' learning attracts 'newly for study were greatly mcreased when the English Nabonal participabng groups, hitherto prevented by personal conBoard for Nursmg, Midwifery and Health Visibng (ENB) stramts or by socialisabon and cultural factors from mtroduced the higher award m 1992 Credit Accumulabon entering further and higher educabon' Nurses on each and and Transfer Schemes (CATS), which mcluded APL every course show great variety m age, trainmg/education and quahficabon as well as m the parbculars of their work-" , ,." r, ^rc.i. , e u I t place, their pabents and clients All of these differences Correspondence Lynda Rogers University of Southampton School of fioi-^, v" f Nursmg and Midmfery, South Academic Block Southampton General affect what nurses bnng to any course (Coutts-Jarman
Effective delivery of high-quality palliative care requires effective interprofessional teamworking by skilled health and social care professionals. Palliative care is therefore highly suitable for sowing the seeds of interprofessional teamworking in early professional education. This paper describes experiences of running undergraduate interprofessional workshops in palliative care for medical, nursing, social work, physiotherapy and occupational therapy students. These workshops are unusual in three respects: first, the involvement of family carers mean that these learning experiences are rooted in clinical reality; secondly, there is no attempt to 'tidy up' the story for the students; thirdly, unlike many undergraduate interprofessional programmes, these workshops have been sustained over several years. Evaluation of these workshops demonstrate that students value and enjoy the opportunity to work together; they find the experience moving, informative and interesting. Feedback from carers showed that they appreciated the opportunity to present their real-life experiences to students. Our evidence suggests that palliative care is a suitable subject for undergraduate interprofessional education.
This booklet provides a guide to interview surveys in medical and health-care education. The view is taken that interviews are an extension of everyday interpersonal skills, and this notion is applied to situations in which they have proved valuable. The range of attributes and different forms of interview surveys are discussed, practical steps are described and the question of data analysis is addressed. Finally, suggestions for establishing the validity of interview surveys are given.
Recent legislation has recast the role of the school governorIn response many LEAs have implemented elaborate training and support systems for governors. In this paper members of the Assessment and Evaluation Unit in the School of Ediccation at the University of Southampton report upon an evaluation of governor training in Hampshire. In doing so they raise issues of general relevance to the evaluation of such training and support programmes including, notably, the identification of criteria of effective governing bodies. he 1986 (No. 2) Education Act and the t 1988 Education Reform Act redefined the remit of school and sixth form college governing bodies, giving them greater powers. In line with this changed legislation LEAs were given Education Support Grant (ESG) funding for governor training over a period of three years .The logistics of providing training for several thousand governors is daunting. Hampshire has based governor training on four recently formed divisions (Central, North East, South East, and South West) with a Hampshire Governor Training and Resource Unit (HGTRU) located in Southampton but servicing all the divisions. Each division has a full-time co-ordinator, or two part-time co-ordinators, to organise, review, evaluate, revise and co-ordinate training.Southampton University Evaluation Support Service (SUESS) submitted a proposal and was invited to assist with the evaluation of governor training in Hampshire. A small-scale evaluation was undertaken for each of the four divisions and the HGTRU in the Spring of 1990. Reports were produced for each division and one for the HGTRU (see Morris, 1990;Mountford, 1990a;Turner, 1990a;. This report is a synthesis of the divisional reports, presenting an overall picture on governor training in Hampshire.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.