Reconceptualising nursing for the new millennium : the duvet and the sardine can

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The impact of pre-entry study skills training programmes on students' first year experience in health and social care programmes

The Faculty of Health and Social Care Sciences at Kingston University and St. George's, University of London has provided a pre-entry study skills course since July 2001. The course runs over one weekend and although short, is comprehensive. An evaluative research study, using case study methodology was undertaken to examine the impact of this pre-entry initiative on the first year student experience. Data were obtained through focus groups with students and semi-structured interviews with both students and staff. The findings show that the study skills weekend programmes prepare students realistically for their first year university experience. In addition, the evaluation helped to develop insight into the first year experience which have informed a number of academic initiatives

The development, delivery and sustainability of a blended learning initiative for part-time undergraduate students on health care practice programmes

This paper reports on the investigation of the development and implementation of a blended learning approach. The study focused on four modules for part-time health care undergraduate students undertaking a Continuing Professional Development programme in the UK. The research aims were to investigate: - the extent to which the introduction of the blended learning modules met students needs and expectations - the constituent factors of an effective and efficient infrastructure to support development, delivery and sustainability of blended learning. This research provides insight on factors facilitating or impeding the development and delivery of blended learning, from the perspectives of the learner, the educator, support staff and management. Lessons learned can be used to inform institutional blended learning strategie

Promoting social and academic integration into higher education by first year student nurses: the APPL project

The Academic, Personal and Professional Learning (APPL) model of support for student nurses was developed and implemented as a pilot project in the Faculty of Health and Social Care Sciences of a university in response to a number of internal and external drivers. The common theme across these drivers was the enhancement of the social, academic and professional integration of students into the university and the nursing profession. This article describes the APPL model and presents the findings of an evaluative research study of the pilot that was undertaken during 2006–2007. This is a unique study for two reasons. First, the evaluative study employed a rarely used research approach in education – Appreciative Inquiry (Ai); and second, the APPL project set out to promote academic and social integration in first-year students by bringing together academic, professional and personal support, and peer learning. The intention was to explore the research question: What is the impact of the APPL groups on students and their learning? The findings of the research are presented and discussed, conclusions drawn and recommendations made. The research design was that of a descriptive case study. Multi-modal data-collection methods were employed and qualitative and quantitative data were collected and analysed from students (n=73). Methods included a questionnaire and a focus group. Quantitative data were analysed using SPSS; qualitative data were analysed using an adaptation of the Framework Method. The APPL group meetings are perceived by students to have a positive impact on their social, academic and professional integration into university. A number of recommendations are made to enhance and embed the APPL model in the wider model of student support