A Virtual Practice Community for Student Learning and Staff Development in Health and Social Work Inter-Professional Education; Changing Practice Through Collaboration

This Mini Project has been funded by the Health Sciences and Practice Subject Centre of the Higher Education Academy Available on-line at HEA website: http://www.health.heacademy.ac.uk/publications/miniproject/scammell08.pd

A virtual practice community for student learning and staff development in health and social work inter-professional education. Mini-project evaluation report.

Interprofessional education (IPE) has been widely advocated and developed as a means to encourage effective collaboration in order to improve public sector services. An IPE curriculum was introduced at Bournemouth University from 2005 for all nursing branches, midwifery, occupational therapy, physiotherapy, operating department practice and social work students (n=600). Challenges of this ambitious and large scale project included facilitating meaningful interprofessional learning while balancing structural complexities of professional body requirements and the logistics of large student numbers and multi-site teaching. A web-based simulated community was created, known as Wessex Bay, as a learning resource to facilitate interprofessional learning around case scenarios. An evaluation of student and staff experiences of IPE over two years, focusing principally on the use of technology in the education process was implemented. Student and staff data were collected via e-surveys, focus groups and open-ended questionnaires with additional feedback from external reviewers specifically on Wessex Bay. Qualitative data were subjected to thematic analysis. Whilst the findings are not claimed to be representative, they provide a rich insight into student and staff experiences of technology enhanced learning in IPE. The richness and complexity of data has led to a number of project outcomes with wide-ranging implications for interprofessional education. This research has led to the identification of three major territories of praxis in which individuals, both students and tutors, are operating in IPE, namely professional differences and identity, curriculum design and learning and teaching strategies, and technology enhanced learning. For the purposes of this report, we will discuss the findings related to student and staff experiences of technology enhanced learning in IPE. The evaluation of the findings highlighted three issues; the level of student and staff knowledge and skill in using learning technologies impacted significantly on learning; there was a need to capitalise on the use of web-based learning resources by increasing interactivity within the scenarios; and finally student and staff experiences of the learning resources was enhanced by a positive learning culture to facilitate creative use of materials. All project aims and objectives were met, and whilst more focused staff and student development in using learning technology is required, a culture of working interprofessionally among students and academic staff has begun to develop, leading to the sharing of ideas about content and learning processes. Recommendations resulting from the project include the introduction of assessed development of student and staff learning technology skills; development of more interactive web-based learning embedded within the case scenarios; and streamlining of the scenarios to provide fewer, but more developed, cases

Form and organization of extra-curricular activities growing out of the English department

Thesis (Ed.M.)--Boston University, 1928. This item was digitized by the Internet Archive

The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: responding to 'the bomb in the basement'

The adoption of enabling technologies by universities provides unprecedented opportunities for flipping the classroom to achieve student-centred learning. While higher education policies focus on placing students at the heart of the education process, the propensity for student identities to shift from partners in learning to consumers of education provides challenges for negotiating the learning experience. Higher education institutions (HEIs) are grappling with the disruptive potential of technology-enabled solutions to enhance education provision in cost-effective ways without placing the student experience at risk. These challenges impact on both academics and their institutions demanding agility and resilience as crucial capabilities for universities endeavouring to keep up with the pace of change, role transitions, and pedagogical imperatives for student-centred learning. The paper explores strategies for effective change management which can minimise risk factors in adopting the disruptive pedagogies and enabling technologies associated with ‘flipping the classroom’ for transformative learning. It recognises the significance of individual, cultural and strategic shifts as prerequisites and processes for generating and sustaining change. The analysis is informed by the development of a collaborative lifeworld-led, transprofessional curriculum for health and social work disciplines, which harnesses technology to connect learners to humanising practices and evidence based approaches. Rich data from student questionnaires and staff focus groups is drawn on to highlight individual and organisational benefits and barriers, including student reactions to new and challenging ways of learning; cultural resistance recognised in staff scepticism and uncertainty; and organisational resistance, recognised in lack of timely and responsive provision of technical infrastructure and support. Intersections between research orientations, education strategies and technology affordances will be explored as triggers for transformation in a ‘triple helix’ model of change, through examining their capacity for initiating ‘optimum disruption’ to facilitate student-centred learning, role transitions, and organisational change. We share the findings of ‘our story’ of change to harness the positive utility of these triggers for transformation through deploying strategies for negotiating complexity, including the requirement for a shared vision, a robust team approach, the need for ongoing horizon scanning and application of soft skills (e.g. active listening, timely communication) necessary in order to build student confidence, academic partnerships, and facilitate organisational dexterity and resilience in the face of barriers to change

On Sylvia Bowerbank, Green Literary Scholar

To accompany the posthumous publication of Sylvia Bowerbank’s personal essay “Sitting in the Bush, Or Deliberate Idleness,” eight scholars introduce her ecocritical thought and practice to a new generation of ecocritics by reflecting on the ways Sylvia herself or her writing or teaching influenced them. Their tributes to this trailblazing ecocritic emphasize her passionate commitment to radical green change within the world, within the university, and within the self

The yin/yang of innovative technology enhanced assessment for promoting student learning

While mo re sophisticated and constructively aligned assessment is encouraged to promote higher level learning, it is easier to assess knowledge and comprehension than critical thinking and making judgements (Bryan & Clegg 2006). Managing the logistics and resource s required for assessing large numbers of students challenges the ethos of placing students at the heart of the learning process and helping them take responsibility for their own learning. The introduction of innovative technology enhanced assessment stra tegies contests our understanding of the purposes of assessment and affords opportunities for more integrated and personalised approa ches to learning and assessment across disciplines. This paper will examine the design, implementation and impacts of inno vative assessment strategies forming an integral part of a collaborative lifeworld - led transprofessional curriculum delivered to cohorts of 600 students in health and social work using technology to connect learners to wide - ranging, humanising perspectives on evidence for guiding practice. Innovative assessment technologies included group blogs, multiple choice electronic or computer assisted assessment (CAA), and an audience response system (ARS) affording combinations of assessment for learning and assess ment of learning. We will explore, through analys es of student assessment experie nces and student and staff evaluations, how these innovative assessment approaches contribute to effective and efficient blended education enabling students to enhance their practice through promoting and developing critical thinking and reflection for judgement - based practice (Polkinghorne 2004) . Secondly, we will debate the yin and yang of contrasting and connecting values associated with the controlled, systematic measurem ent and objectivity of multiple choice assessments, compared with the formative, iterative and subjective nature of reflective blog ging. We will consider relationships between teaching and learning strategies and experiences , breadth and depth of knowledge , passive and active approaches to learning, efficiency and effectiveness, individual and group , multiple choice and discursive assessment s , face - to - face and online, on - campus and off - campus learning and assessment experi e nces

Chemical ecology of antibiotic production by actinomycetes

Actinomycetes are a diverse family of filamentous bacteria that produce a plethora of natural products relevant for agriculture, biotechnology and medicine, including the majority of the antibiotics we use in the clinic. Rather than as free-living bacteria, many actinomycetes have evolved to live in symbiosis with among others plants, fungi, insects and sponges. As a common theme, these organisms profit from the natural products and enzymes produced by the actinomycetes, for example, for protection against pathogenic microbes, for growth promotion or for the degradation of complex natural polymers such as lignocellulose. At the same time, the actinomycetes benefit from the resources of the hosts they interact with. Evidence is accumulating that these interactions control the expression of biosynthetic gene clusters and have played a major role in the evolution of the high chemical diversity of actinomycete-produced secondary metabolites. Many of the biosynthetic gene clusters for antibiotics are poorly expressed under laboratory conditions, but they are likely expressed in response to host-specific demands. Here, we review the environmental triggers and cues that control natural product formation by actinomycetes and provide pointers as to how these insights may be harnessed for drug discovery

Involving service users in trials: developing a standard operating procedure

<p>BACKGROUND: Many funding bodies require researchers to actively involve service users in research to improve relevance, accountability and quality. Current guidance to researchers mainly discusses general principles. Formal guidance about how to involve service users operationally in the conduct of trials is lacking. We aimed to develop a standard operating procedure (SOP) to support researchers to involve service users in trials and rigorous studies.</p> <p>METHODS: Researchers with experience of involving service users and service users who were contributing to trials collaborated with the West Wales Organisation for Rigorous Trials in Health, a registered clinical trials unit, to develop the SOP. Drafts were prepared in a Task and Finish Group, reviewed by all co-authors and amendments made.</p> <p>RESULTS: We articulated core principles, which defined equality of service users with all other research team members and collaborative processes underpinning the SOP, plus guidance on how to achieve these. We developed a framework for involving service users in research that defined minimum levels of collaboration plus additional consultation and decision-making opportunities. We recommended service users be involved throughout the life of a trial, including planning and development, data collection, analysis and dissemination, and listed tasks for collaboration. We listed people responsible for involving service users in studies and promoting an inclusive culture. We advocate actively involving service users as early as possible in the research process, with a minimum of two on all formal trial groups and committees. We propose that researchers protect at least 1% of their total research budget as a minimum resource to involve service users and allow enough time to facilitate active involvement.</p> <p>CONCLUSIONS: This SOP provides guidance to researchers to involve service users successfully in developing and conducting clinical trials and creating a culture of actively involving service users in research at all stages. The UK Clinical Research Collaboration should encourage clinical trials units actively to involve service users and research funders should provide sufficient funds and time for this in research grants.</p&gt

Barriers and facilitators to change in the organisation and delivery of endoscopy services in England and Wales: a focus group study

Objective: Explore professional views of changes to gastroenterology service organisation and delivery and barriers and facilitators impacting on change. The work was undertaken as part of an evaluation in endoscopy service provision catalysed by the Modernising Endoscopy Services Programme of the Modernisation Agency. Design: Focus groups followed by analysis and group-working activities identifying key themes. Setting: English and Welsh secondary care gastroenterology units. Participants: 20 professionals working in gastroenterology in England and Wales. Medical, surgical and nursing specialists including endoscopy nurses. Opportunistic sampling to include senior people in leadership and management roles who were directly involved in service modernisation, excluding those involved in the Modernisation Endoscopy Services Programme. Results: Four 1.5 h focus groups took place in 2007. Summative and thematic analyses captured essential aspects of text and achieved consensus on key themes. 4 themes were revealed: 'loss of personal autonomy and erosion of professionalism', 'lack of senior management understanding', 'barriers and facilitators to change' and 'differences between English and Welsh units'. Themes indicated that low staff morale, lack of funding and senior management support were barriers to effective change. Limitations to the study include the disproportionately low number of focus group attendees from English units and the time delay in reporting these findings. Conclusions: Despite ambitions to implement change, ineffective management support continued to hamper modernisation of service organisation and delivery. While the National Health Service Modernisation Agency Modernising Endoscopy Services Programme acted as a catalyst for change, affecting the way staff work, communicate and think, it was not effective in heralding change itself. However, gastroenterologists were keen to consider the potential for change and future service modernisation. The methodological framework of innovative qualitative enquiry offers comprehensive and rigorous enhancement of quantitative studies, including randomised trials, when a mixed methods approach is needed.7 page(s