‘There’s more unites us than divides us!’ A further and higher education community of practice in nursing

Mayne, Wendy; Andrew, Nicola; Drury, Carol; Egan, Irene; Leitch, Anne; Malone, M

doi:10.1080/0309877x.2013.817000

Cited by 5 publications

(8 citation statements)

References 34 publications

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“…Being a member requires a commitment to the domain. Such commitment can have a positive effect on professional development 24–26 . In the present study one participant commented, there is no professionalism in the Suite, another commented that faculty should confront student conflict to improve “professionalism, punctuality, [and] attendance.” These study participants provided their perspective of the concept of developing professionalism skills in the CoP.…”

Section: Discussionmentioning

confidence: 58%

A community of practice in dental education: A phenomenon of newcomers becoming oldtimers

Mills

Bernstein

2021

Journal of Dental Education

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Objectives Community of practice (CoP) members develop cooperative learning history with shared cases, techniques, and concepts. A 2020 study was designed to explore participants’ perceptions toward learning in the dental education CoP. Methods The Institutional Review Board exempted (AZ #1355) study involved an incidental population of third‐ and fourth‐year dental students (N = 285) and resulted in a 43.5% response rate. The online Community of Practice Assessment Scale, consisted of Likert‐style, check box items, and one open‐ended question. Survey responses were categorized as Strongly Agree (1), Agree (2), No opinion (3), Disagree (4), and Strongly Disagree (5). Univariate analyses and descriptive statistics were used to analyze study variables (domain, community, and practice). Results Overall the learning domain is most strongly perceived by participants with mean scores ranging from 1.59 to 1.61. Responses assessing practices within the CoP had mean scores ranging from 1.72 to 1.90. Similarly, responses assessing the community ranged from 1.65 to 1.81. “Builds Knowledge and Shared Learning” was the characteristic participants most strongly agreed as beneficial with a 1.58 mean score. Participants agree that the CoP “Captures and Stores Tacit and Explicit Knowledge” with a mean score of 1.90. There was a 25.6% response rate to the open‐ended question. Two themes evolved: the need for calibration and more shared learning. Conclusion Based on study results, participants strongly agreed or agreed in opinions about CoP learning resources (faculty, staff, technology, and other students) benefitting their learning. The CoP provides an optimal environment for preparing competent new dental professionals.

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Section: Discussionmentioning

confidence: 58%

A community of practice in dental education: A phenomenon of newcomers becoming oldtimers

Mills

Bernstein

2021

Journal of Dental Education

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“…The transition from high school or further education into university Social, academic and financial aspects of university transition comprise the greatest volume of the records cited and typically report the results of qualitative studies. The crucial importance of specially designed courses to help students with different prior qualifications to make the transition from high school or further education is highlighted in Knox (2005), Mayne et al (2015), Breeze et al (2020), MacFarlane (2018) and Friend (2021). In particular, Knox (2005) argues that orientation programmes for direct entrants from further education must be carefully designed and tailored to meet specific needs, which, when done correctly, significantly and positively impact progression, retention, performance and attainment (Knox, 2005, p. 108).…”

Section: Factors Affecting the Decision To Apply To Universitymentioning

confidence: 99%

“…That study also confirms prior work (Fowler et al, 2004;MacFarlane, 2018) which demonstrates the importance of academic and social skills development relevant to, and for, the transition into higher education (HE). Within the context of nursing articulation, Mayne et al (2015) showed how staff understanding of the issues facing students, although empathetic and considered, was quite incomplete. Overall, this stream of research provides much empirical evidence to demonstrate that successful transition contributes to the development of a sense of belonging, successful integration to the higher education environment and overall positive university experience (Benske et al, 2011;Friend, 2021;MacFarlane, 2018).…”

Section: Factors Affecting the Decision To Apply To Universitymentioning

confidence: 99%

“…The literature is overwhelmingly clear that the university experience of WP students is highly affected, in multiple intersectional ways, and at all stages of the university journey, by their comparatively lower levels of economic, social and cultural capital (Friend, 2021;Mayne et al, 2015). This is usually strongly connected to family background (Costa et al, 2020a(Costa et al, , 2020b, and especially in cases where social capital accrual is disrupted by family estrangement.…”

Section: (Lack Of) Economic Social and Cultural Capitalmentioning

confidence: 99%

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Widening Participation in Scotland 1997–2021: A semi‐systematic literature review and avenues for further research

O'Toole,

Dunnett,

Brennan

et al. 2024

British Educational Res J

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This article sets out and critically analyses the state of current knowledge on Widening Participation at higher education institutions in Scotland and sets forth avenues for further research. Through a semi‐systematic review of the literature, six discrete but overlapping themes relating to Widening Participation are identified, namely, (1) factors affecting the decision to apply to university, (2) the transition from high school or further education into university, (3) contextualised admissions, (4) completion and level of attainment, (5) economic, social and cultural capital and (6) equality, diversity and inclusion. The study finds that while clear progress has been made by higher education institutionstowards achieving quantitative government targets for student recruitment from underrepresented groups, there is an absence of studies and knowledge about the qualitative lived experiences of students as they transition through university, how students negotiate a sense of fit with institutional systems, and what targeted supports they may require to succeed. Avenues for further research which addresses these gaps in the knowledge base are put forward, namely, (1) broaden the academic base and interdisciplinarity of Widening Participation research, (2) reform and extend measures of success beyond admissions and attainment, (3) evolve institutional level support for transition into higher education, (4) develop more nuanced understandings of contextualised admissions and (5) investigate and gain deeper understandings of how the lived experiences of Widening Participation students shape and inform their journey through, experience of and attainment at university.

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“…This is not the case for all subjects, however. Mayne et al (2015) found that, in nursing, 'the most commonly identified theme … was that teaching methods, the students themselves and in many ways the educational process were similar across both sectors' (Mayne et al, 2015: 173).…”

Section: Sectoral Factorsmentioning

confidence: 99%

The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis

Robertson¹,

Cunningham

2023

International Journal of Educational and Life Transitions

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The Scottish Government has recently accepted the recommendations of the Scottish Funding Council to move towards a coherent tertiary education and skills system. This is one where colleges and universities in Scotland accelerate and deepen their collaboration to provide fair, flexible, and sustainable learner journeys.This paper provides a timely summary and analysis of what is known about the lived experiences of those involved in making effective transitions from college to university in Scotland. Previous project work has identified this transition as problematic, suggesting an academic 'deficit model' of college students transitioning to university. This qualitative research synthesis seeks to move beyond this to identify common themes from published literature to inform learning and teaching practice in both colleges and universities in Scotland. These themes include the sectoral, academic, personal and logistical factors that influence making effective transitions. We raise key topics for discussion in relation to the development of a coherent tertiary sector:(1) Responsibility for Transition, (2) Alignment between Colleges and Universities and, (3) Widening Participation. While our findings will have clear implications for those in the Scottish sector, more broadly it also has implications for all those considering relationships in, and between, further and higher education.

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‘There’s more unites us than divides us!’ A further and higher education community of practice in nursing

Cited by 5 publications

References 34 publications

A community of practice in dental education: A phenomenon of newcomers becoming oldtimers

A community of practice in dental education: A phenomenon of newcomers becoming oldtimers

Widening Participation in Scotland 1997–2021: A semi‐systematic literature review and avenues for further research

The Lived Experiences of Transition from College to University in Scotland: A Qualitative Research Synthesis

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