Recent policy statements that address the future priorities for nurse education have emphasized that service users and carers should be actively engaged in partnerships with education professionals in all aspects of the curriculum. The development of this agenda is well advanced; however, examples of 'how to do it' are sparse. The development of a strategy to involve users and carers in the design and delivery of the Diploma of Higher Education in Nursing at Napier University provided an opportunity to evaluate the process of developing partnerships in this area of nurse education. This paper presents the findings from a process evaluation from the various standpoints of the key interest groups. The overall project and evaluation is outlined, along with methodological and practical issues surrounding this type of 'collaborative' evaluation. The importance and satisfaction of practical aspects of the project are examined. The issues of representativeness, expertise in 'involvement' and the importance of the 'process' of involvement are explored. Finally, the challenges to developing 'meaningful involvement' that goes beyond 'classroom involvement' in nurse education are identified and discussed.
Sophomores are the quiet ones, finishing avoided general education courses, changing their academic majors and residences, and worrying about finances. Jimmie Gahagan and Stuart Hunter describe new efforts to bring these students out of the shadows and help them succeed.
The first‐year experience movement opens a window of opportunity for student affairs professionals to extend their educational endeavors into the classroom, thus allowing entrance into segments of campus once reserved exclusively for faculty.
Attention to the origins, history, and evolution of the First‐Year Experience (FYE) movement in American higher education can inform institutional practices aimed at enhancing transition experiences of students.
I T WAS THE FIRST REALLY WARM day that spring, and I could hear more than the normal amount of student chatter outside my office window. As I turned to finish plowing through my e-mail messages, a soft knock came at my door. There stood a student I didn't recognize, looking as if he had lost his best friend. He asked if he could come in to talk. Recounting his troubles, he became more and more despondent.The summer school schedule had been published earlier that week, and the one course he needed if he were to graduate in August was not slated to be taught during the summer session. He realized he would not meet the graduation requirements, delaying his graduation until December.
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