Using SSM in Project Management: aligning objectives and outcomes in organizational change projects

This paper aims to contribute to the use of SSM in Project Management, by exploring what happens in a real-world organisational change projects when stakeholders seem to agree in a set of initial-objectives and final-outcomes of the project. SSM Analyses are then use to explore the misalignments between initial-objectives and final-outcomes along the project life cycle. Initial results suggest that SSM helps to “shadow” these misalignments when structuring an unclear complex situation such as organisational change projects and that the application of SSM facilitates negotiations, generates debate, understanding and learning. This leads to meaningful collaboration among stakeholders and enables key changes to be introduced reflecting on the potential misalignments. Results also support SSM analysis of changes in role, norms or value adversely influencing project outcome

Using a virtual patient activity to teach nurse prescribing

The Faculty of Health and Social Care Sciences at Kingston University/St George's University of London (KU/SGUL) provides a module to train registered nurses to qualify as independent nurse prescribers. During the programme the participants engage in an online learning activity using a virtual patient (VP). The aim of this VP activity is to enable students to consolidate their learning and to practice the range of skills that the students have been developing related to prescribing. The activity was designed by the module leader and was run as a pilot on two groups of students (n = 34). An evaluative study was undertaken on the value of this blended learning activity to the student and their prescribing practice. This paper presents the development, implementation and evaluation of the VP activity. Findings showed that the VP activity was perceived as being particular useful for helping them to learn the skills of patient history/assessment, decision-making and prescription writing. The VP was also perceived as being helpful in developing their confidence

Students' perceptions of foundation degrees

In 2008 there were 87,339 people enrolled on foundation degrees (FDs) in the UK (Foundation Degree Forward, 2009), and educational institutions in the UK offered 1700 different foundation degrees in over 25 subjects, with nearly 900 more in development (Action on Access, 2010). In addition, student views are seen to be of importance, as demonstrated by the National Student Survey and the notion of the student as consumer. This paper reports on a study of the views of students undertaking FDs in one university. A mixed-methods evaluation approach was used. Data were collected from students through questionnaires, interviews and focus groups. This was an ambitious project that yielded a vast amount and range of qualitative and quantitative data across multiple cohorts of seven different foundation degrees. Overall, students’ perceptions are positive, although some findings vary from one foundation degree to another. Across all subjects, students were agreed on their positive rating on five of the key elements of FDs. There was also agreement that employers did not, on the whole, value the foundation degree qualification. This paper presents the findings of this study and conclusions are drawn that add to the literature about FDs that will be of relevance to those involved in the development and delivery of FDs