This article explores the experiences of undergraduate healthcare students within interprofessional education (IPE) using a qualitative research study. The motive to undertake this study was as a result of mixed evaluations of IPE sessions. The study aimed to analyse student experiences of IPE, and as a result provide greater insight into how this type of education could be enhanced. Participants were selected through voluntary recruitment and data were collected using a focus group involving 12 participants who responded. Data analysis identified two key themes highlighting the barriers to engagement in IPE and factors that enable participants to engage. The study provides guidance for further developments and improvements when designing and delivering IPE.
This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.
Emma Senior, Senior Lecturer/Programme Lead, Adult Nursing ( emma.senior@northumbria.ac.uk ), and Lynn Craig, Subject Lead, Adult Nursing, and Senior Lecturer, Northumbria University, Newcastle upon Tyne, discuss how nurses can use brief interventions during their interactions with patients
Lynn Craig, Subject Lead, Adult Nursing, and Senior Lecturer ( L.craig@northumbria.ac.uk ) and Emma Senior, Senior Lecturer/Programme Lead, Adult Nursing, Northumbria University, Newcastle upon Tyne, discuss the nurse's role in public health interventions using the Making Every Contact Count approach
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