Towards a 'Community for Practice'—A Narrative Analysis of the Evolution of Higher Education Scholars

In higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group’s evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals’ distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice

Nursing students' perceptions of the objective structured clinical examination: An integrative review

Background Objective structured clinical examinations (OSCE) are commonly used to assess the clinical competence of undergraduate nursing students. There are, however, concerns about the stresses involved in such examinations and the perceived validity of such exams from a student perspective. Without student engagement the authenticity of such assessment may be compromised. Therefore, the aim of this integrative review was to explore and evaluate literature around undergraduate nursing students’ perceptions of OCSEs and summarise key themes emerging from this literature to establish current knowledge and understanding. This exploration of the literature aims to identify areas lacking quality research and make recommendations for future research. Methods To undertake this review, we searched four databases from 1988-2015 using a range of keyword combinations relating to student perception and OSCEs. We also undertook reference chaining. Inclusion/exclusion criteria were applied to abstracts and then full papers. Quality was assessed by consensus between two authors using the National Health and Medical Research Council (NH&MRC) quality assessment framework and the mixed-methods assessment tool. Results Thirteen studies met the inclusion criteria, and three primary domains emerged from data analysis: These domains, identified from the thematic analysis of these studies in relation to students perceptions of OSCEs include preparation for OSCE, process of the OSCE and performance following the OSCE. Conclusions From this review we can conclude that academics/faculties must carefully consider OCSE preparation, process and follow-up when planning OCSEs for assessments including associated resource implications. OSCEs are used internationally and yet there is no validated, reliable tool for student perception that could be applied across facilities. Student engagement in the OSCE is essential for successful OCSEs and yet this consideration appeared rarely in the literature. A number of recommendations emerged from the review including the need for an evidence-based form of assessment that has a strong underpinning pedagogy

Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study

Background Objective structured clinical examinations (OSCEs) are designed to assess clinical skill performance and competency of students in preparation for ‘real world’ clinical responsibilities. OSCEs are commonly used in health professional education and are typically associated with high levels of student anxiety, which may present a significant barrier to performance. Students, including nursing students, have identified that flexible access to exemplar OSCEs might reduce their anxiety and enable them to better prepare for such examinations. Aim To implement and evaluate an innovative approach to preparing students for OSCEs in an undergraduate (registration) acute care nursing course. Method A set of digitized OSCE exemplars were prepared and embedded in the University-based course website as part of usual course learning activities. Use of the exemplars was monitored, pre and post OSCE surveys were conducted, and qualitative data were collected to evaluate the approach. OSCE grades were also examined. Findings The online OSCE exemplars increased self-rated student confidence, knowledge, and capacity to prepare and provided clarity around assessment expectations. OSCE exemplars were accessed frequently and positively received; but did not impact on performance. Conclusion Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience

HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice

This chapter tells the story of 13 higher education (HE) practitioners (academics and academic developers) from 10 universities across Australia and New Zealand leveraging the COVID-19 disruption as a ‘disorienting dilemma’ that precipitated transformation from a Community of Practice (CoP) to a Community for Practice (CfP). The aim is to show how the group commenced as a CoP to ‘Talk About Teaching and Learning’ (TATAL) and support one another towards HE fellowships, and grew into a CfP that supports holistic growth that benefits each member based on their specific contexts, needs, and goals. With reflections woven throughout as evidence of transformation, the purpose of this chapter is to demonstrate how an interdisciplinary, multiuniversity group has created and nurtured a sustainable CfP. Experiential learning and reflective practice models, which are underpinned by considerations of action research and collaborative autoethnography, support and account for insights into the transformative changes

Mapping the human genetic architecture of COVID-19

The genetic make-up of an individual contributes to the susceptibility and response to viral infection. Although environmental, clinical and social factors have a role in the chance of exposure to SARS-CoV-2 and the severity of COVID-191,2, host genetics may also be important. Identifying host-specific genetic factors may reveal biological mechanisms of therapeutic relevance and clarify causal relationships of modifiable environmental risk factors for SARS-CoV-2 infection and outcomes. We formed a global network of researchers to investigate the role of human genetics in SARS-CoV-2 infection and COVID-19 severity. Here we describe the results of three genome-wide association meta-analyses that consist of up to 49,562 patients with COVID-19 from 46 studies across 19 countries. We report 13 genome-wide significant loci that are associated with SARS-CoV-2 infection or severe manifestations of COVID-19. Several of these loci correspond to previously documented associations to lung or autoimmune and inflammatory diseases3–7. They also represent potentially actionable mechanisms in response to infection. Mendelian randomization analyses support a causal role for smoking and body-mass index for severe COVID-19 although not for type II diabetes. The identification of novel host genetic factors associated with COVID-19 was made possible by the community of human genetics researchers coming together to prioritize the sharing of data, results, resources and analytical frameworks. This working model of international collaboration underscores what is possible for future genetic discoveries in emerging pandemics, or indeed for any complex human disease

Effect of Antiplatelet Therapy on Survival and Organ Support–Free Days in Critically Ill Patients With COVID-19

International audienc