There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education.
SUMMARYThis paper presents an evaluative discussion of the literature, and findings from a concept analysis which explores user involvement in the context of health and social care higher education in the United Kingdom. User involvement is increasingly a requirement in higher education and the purpose of the concept analysis was to clarify and elucidate the meaning and nature of the concept. Walker and Avant's (2005) eight step framework for concept analysis was used to provide understanding of the underlying attributes and a model for critique and meaningful evaluation and research. A structured search and discussion of contemporary literature was undertaken. A model case is identified along with antecedents, critical attributes and consequences.
This paper reports on a study that aimed to conduct an in-depth investigation into the impact of user involvement on student learning and subsequent influence on practice as a qualified nurse. This was undertaken through a single case study that followed a narrative inquiry approach UK policy has recommended user involvement in healthcare education for a number of years; this has in turn increased requirements for involvement from Professional, Statutory and Regulatory Bodies. The Nursing and Midwifery Council (NMC, 2010) now requires programme providers to clearly demonstrate how service users and carers contribute to programme design, delivery and assessment.Although the literature base is expanding there remains limited evidence of the impact of involvement on student learning and improved outcomes for patients.Narratives were collected from a children's nursing student on completion of her three year education programme and again after practising as a qualified children's nurse for one year. Taking part in the research enabled the participant to consider and reflect on her experience of user involvement in her nurse education. Analysis followed an interpretive approach utilising 'The Listening Guide' (Douchet & Mauthner 2008) with the researcher's interpretation of how the experience was conveyed with clear acknowledgement of reflexivity. The findings identified central themes of authenticity, knowledge of self, resilience and coping, professional relationships, personalisation of care and influence on practice. This demonstrates transformative 2 learning and support to practice, with preparation for situations and ideas on how to respond with empathy and compassion. This paper contributes to the emerging evidence base specifically from a children's nursing perspective, an area with a dearth of published material. Further research with a range of students is required to explore the lasting impact on practice.
SUMMARYThe aim of this study was to evaluate an innovation where service users and carers were involved in the recruitment of child and adult nursing students. Seventy candidates, four service users and carers and six academics who had been involved in the selection process took part in the study. A short questionnaire was administered to the nursing candidates. Two semi structured group interviews were undertaken, one with the service users and carers and another with the academics. Findings reveal that the involvement of service users and carers in student recruitment was largely viewed positively with all three major stakeholders supporting it. Nevertheless the academics were also mindful of the difficulties that may be encountered in the process. The key message to emerge from this study is that service user and carer involvement in student selection is not without its challenges but with careful planning can be beneficial for all involved.
Universal hearing screening has dramatically improved outcomes for babies born with detectable hearing abnormalities; yet there are some infants who develop significant hearing problems after passing a neonatal screen. There is much conjecture as to the number and the characteristics of infants with post-natal hearing losses; yet evidence suggests that many children may be affected, and that a large proportion have no discoverable cause. Currently, screening programmes use lists of risk factors to enroll babies into surveillance programmes. This practice is problematic because audiological follow-ups are expensive and under-utilised, and parental disclosure is often inaccurate. The large databases from universal neonatal programmes could inform the development of effective, evidence-based practice and policy for the detection and intervention of children who develop post-natal hearing losses.
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