ESCalate 2nd Student conference 16 April 2010

Glasgow Caledonian UniversitySchool of Health

Student Engagement Through Collaboration: Enhancing the Curriculum with Learners as Partners

Helen Gough

Patricia McDonald Patricia Lynn

Linda Proudfoot Lynda Yates

Aim of Presentation

To share the collaborative journey between student nurse

teachers and lecturers in the evaluation of reusable

learning objects

Background to action research project

The collaborative journey

Challenges and learning

Students as stakeholders

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Glenfinnan Viaduct, West Highland Line

Planning the Journey

MSc in Healthcare Education GCU Caledonian Scholar & Associates Initiative

Learning, Teaching & Assessment Strategy

Caledonian Scholar Project Aim and Objectives AIM:

Collaboratively develop, implement and evaluate creative, reusable

learning objects which build on existing, innovative educational

approaches.

OBJECTIVES:

To collaborate with student teachers and key stakeholders in the

development and embedding of two reusable learning objects.

To design the evaluation in collaboration with student teachers.

To evaluate the effectiveness of the reusable learning objects and

their impact on student learning.

To engage and disseminate at programme, school, university &

wider education community levels.

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The Ticket Office

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Pre departure

Pre departure: Engaging students as stakeholders

Incentives to engageYear 2 students and newly qualified nurse teachers (NQNTs)

Learning opportunity & teaching practice hours for Year 2 students linked to stage in programme associated with M Level research and evaluating a curriculum development

CPD opportunity for NQNTs to contribute towards retaining professional recognition

Enable practical application of research process and develop research skills and knowledge

Enhancing curriculum

Build on existing relationships between students and programme team

Choosing to engageOpportunity to know more about research and evaluation

Application of theoretical research knowledge to practice was anticipated

Involvement in innovative teaching and learning

Opportunity to collaborate with peers

Enabled achievement of NMC/UKPSF outcomes

Developing teaching and research roles

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Departure Point

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Establishing the collaboration

Establishing the collaboration

Five members of the collaborative group ( two lecturers, two second year student nurse teachers and one newly qualified nurse teacher)

Agreeing the use of the small scale evaluation model (Hall &Hall 2004)

Determining the guiding framework for collaboration (Barrett & Keeping, 2005)

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Determining the guiding framework

Collaboration in action

Cycle 1:

• Seven meetings from November 08 - May 09

• Constructed evaluation objectives:

• To determine the effectiveness of two learning objects as resources fro blended learning

• To ascertain the reusability of two learning objects

• To explore student learning from engagement with two learning objects

• To explore learning from collaboration in the design and evaluation of two learning objects

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Collaboration in actionCycle 1:

Determining study populations: Emerging stakeholder positions

Students emerging as learners

Students emerging as co-investigators

Students emerging as research participants

Sampling, recruitment & data collection methods

Questionnaires

Synchronous discussion

Focus groups

Selecting analytical methods

Descriptive statistics

Thematic analysispage 12

Collaboration in action

Cycle 2:

Critical reflection on collaboration and outcomes of cycle 1 to aid

decision making for cycle 2

Students as learners and co-investigators

Determination of participant population for cycle 2

Revised recruitment strategy & ethics

Revised questionnaires

Recruited study participants

Management and analysis of quantitative data

Students as research participants

Research participants in Cycle 2 focus grouppage 13

Signalling : Student challenges and learning

ChallengesWhat have we done?

Part-time study mode

Full-time employment

Distance

IT access

Are we going to manage this?

Do we have the appropriate knowledge?

LearningMove from surface to deep approach in learning

Made jargon more meaningful

Collaboration filled gaps in learning

Development of teaching role

Promoting interprofessional working in a curriculum development

Development of preceptorship programme

Development of research role

Ethics, designing data collection tools & qualitative data analysis

Transference of research knowledge

& skills

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First Station: End of cycle one early themes

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Shared learning…“Its each individuals knowledge and background experience that they bring to the collaboration”

Relationships and ownership...“Oh you’re my tutors and you have much more knowledge base than me, but because of the collaboration it has not been that way at all, it has been, I think equally shared”…

Collaboration Process“I think that when we came to analysing the feedback from the students and working together with the coding…that was really beneficial and I got a lot from that collaboration…”

Signalling : Lecturer learning and challenges

Challenges

Staged ethical approval & recruitment

Integrating research activity within current workload

Facilitator Vs group member

Resisting the urge to lead;

Co-ordinating communication

Balancing stakeholder positions

Learning

Learning from collaboration requires to be recognised and made meaningful

Relationship is crucial to learning

Significant organisational role involved

Flexibility is a double edged sword

Emerging model of collaboration

age 16

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Emerging model of collaboration

Approaching our Destination

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Students as stakeholders

Students as learners

Students as co-investigators

Students as research participants

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References

Barrett, G., Keeping, C. (2005) “The process required for effective interprofessional learning” In: Barrett, G., Sellman, D., Thomas, J. (Eds) Interprofessional working in health and social care Palgrave MacMillan: Basingstoke pp 18-31

Hall, I., Hall, D. (2004) Evaluation and social research: introducing small scale practice Palgrave MacMillan: Basingstoke

Contact details:

Helen Gough: 0141-331-8333, H.Gough@gcu.ac.uk

Linda Proudfoot: 0141 331 3904, L.Proudfoot@gcu.co.uk

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Discussion Key questions for debate:

Please tell us about your experiences of collaboration between students and lecturers in relation to improving learning and teaching.

What frameworks or models did you use to support collaborative learning and what are your views on the model for collaborative learning introduced in the presentation today?

How viable are the three stakeholder positions (students as learners, co investigators & research participants ) in enhancing a curriculum with learners as partners

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