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30Th International Networking for Healthcare Education Conference Keele University 3-5 September 2019

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30Th International Networking for Healthcare Education Conference Keele University 3-5 September 2019 30th International Networking for Healthcare Education Conference Keele University 3-5 September 2019 Themed session abstracts Strand 4A-4I: 4 September 2019, 15.30-17.30 Strand 4A: Education in clinical practice and practice development 15.30-17.30, 4 September 2019 ROOM: CBA0.061 Thinking like a nurse: Changing the university NHS foundation trust culture of nursing students' clinical Innovation paper, ROOM: CBA0.061 learning: Implementing collaborative This session will present the findings learning in practice from a pilot of a collaborative learning in Graham Williamson, University of practice model in a child and adolescent Plymouth inpatient mental health service. Six third Research paper, ROOM: CBA0.061 year mental health students during their The aim of this session is to present placement were the focus of the study. findings from our study on the implementation of collaborative Everywhere and nowhere: learning in practice (CLiP) in the South Identifying, supporting and enabling West peninsula of the UK. CLiP is a work-based learning for the future different approach to placement workforce learning compared to traditional Julie Attenborough and Judy Brook, City, mentorship models, and it is timely to University of London investigate alternatives given the Research paper, ROOM: CBA0.061 Nursing and Midwifery Council’s revision The recent introduction of the Nursing of standards for student learning which Associate role in England and the UK- become effective in 2019. wide apprenticeship levy, have presented a new opportunity to further An innovative way of supporting develop the clinical workplace as a student mental health nurses in learning environment for employees. placement: Collaborative Learning in This paper reports on an 18-month Practice project undertaken in London that Jo Hirdle, Bournemouth University explored the experience of work-based Louise Allan, Dorsethealthcare NHS learning (WBL) from the perspective of clinical educators, healthcare managers and learners, with the aim of identifying Northumbria Healthcare Trust. The the scope and possibilities for WBL in project responded to professional the clinical environment. The results are concerns regarding current models of relevant to any healthcare education mentorship (Willis 2012; Robinson 2012; communities internationally that engage Crombie 2013) and acted as a pilot for with work-based learning. future Nursing and Midwifery Council (2018) standards. The aim was to The six Cs for practice learning empower students and practitioners to environments: An action research find solutions to: increase their capacity study across Acute, Community and to support students; and develop Learning Disability Nursing models which maximise student Carole Proud and Jane Smiddy, experiences and learning in practice – Northumbria University across all areas of nursing practice. The Research paper, ROOM: CBA0.061 data collected enabled the research This session introduces a collaborative team to co-produce a framework for action research study carried out by practice with students and practitioners Northumbria University and – the 6 Cs for practice education. Strand 4B: Educational enhancement 15.30-17.30, 4 September 2019 ROOM: CBA0.060 Emotional intelligence of Nursing A team of Midwifery educators in a applicants and its relation to university have been able to develop an academic performance exciting teaching and learning Kirsi Talman, University of Turku opportunity for student midwives in a Research paper, ROOM: CBA0.060 "Health and Wellbeing Academy" which Emotional intelligence (EI) of nursing serves the local community. In order to applicants is an important topic because enhance the student midwives’ learning Nursing students face emotionally experience, provide the Midwifery challenging environments early on in teaching staff with CPD opportunities their studies. In this longitudinal study, and extend research opportunities, this EI of nursing applicants was assessed midwifery initiative, based in the using the Rankein Scale. The university setting, offers antenatal relationship of emotional intelligence to education, breastfeeding support academic performance was also groups and postnatal support groups to investigated. mothers and families in the surrounding area. A birth trauma resolution clinic is Student midwives' experience in a also provided. These activities are designed to enhance the student Health and Wellbeing Academy: An experience. evaluation Sarah Norris, Swansea University Implementation of peer assisted Innovation paper, ROOM: CBA0.060 learning for Midwifery students opportunities to meet, engage and Mandy Stevenson and Heather Bower, learn University of Greenwich Helen Bedford and Alison Smalley, Innovation paper, ROOM: CBA0.060 University of York Midwifery skills teaching is facilitated in Innovation paper, ROOM: CBA0.060 skills labs enabling students to simulate This presentation showcases the design, clinical skills in a safe environment. delivery and pedagogic evaluation of an However, this approach can be resource innovative, highly successful IPE event intensive for lecturers or clinical for second year Midwifery and Social teaching staff. In addition, students Work undergraduates at a UK university. need to be able to teach others at the The day-long event (now in its second point of registration. In order to address year) blends structured learning both issues, we have introduced peer activities - including a well-established assisted learning (PAL) into our skills open education resource on labs teaching and learning. This compassion - with opportunities for presentation aims to explore our informal but meaningful social experiences of developing and interaction and role-based learning. The implementing PAL in the Midwifery multiprofessional team reflects on how programme and the benefits to those collegially developed IPE can being taught as well as to those demonstrate impact on undergraduates’ participating in the teaching. learning and their predicted influence on professional practice. This session Designing, implementing and has relevance for national and evaluating an IPE day for Midwifery international audiences, spanning all and Social Work undergraduates: health and social care professions. Meaningful interprofessional Strand 4C: Internationalisation and global challenges in healthcare education 15.30-17.30, 4 September 2019 ROOM: CBA0.007 Change and transformation: between students is limited. This paper Exploring variations in learning reports on a phenomenological during a study abroad journey research study that investigated student Debra Morgan, Northumbria University nurse experiences of learning during a Research paper, ROOM: CBA0.007 study abroad journey. Using a change- An opportunity to study abroad is transformative learning theory lens, offered to student nurses on the basis findings will be presented that suggest that it may provide positive learning such variations do exist. Theories of outcomes. However, understanding in difference will also be utilised to relation to the extent of learning propose reasons for the variations in attained, and knowledge of whether learning outcomes attained. variations in learning attainments exist Validating external capability parametric modelling, that attempts to development using parametric identify the mental effort expended to models complete identified tasks. John Clayton, Te Whare Wananga o Awanuiarngi Professional competence of Yang Gao, Tianjin City Vocational College graduating nurse students in Issues for debate paper, ROOM: Europe: PROCOMPNurse project CBA0.007 Sanna Koskinen, University of Turku In globally networked professions, Research paper, ROOM: CBA0.007 dominated by continuous change, there Professional competence of nurses has is an expectation that members will an important role globally in ensuring undertake external capability the delivery of safe, high-quality and development in their field of expertise, equal healthcare. The transition period to enhance their practice. Several of graduating nursing students (GNSs) professional bodies validate training to their first year as Registered Nurses undertaken by the allocation of has significant impact to the future credits/micro-credentials. However, nurse-career and retention in the credits/micro-credentials are somewhat workforce. This presentation describes arbitrary, often failing to detail the the level of professional competence of standard achieved or the exact mental GNSs and the most significant factors effort expended. Professional bodies connected to it in six European are now focused on developing countries. The results of the project are instruments which more accurately expected to have impact on European describe the capability development Nursing Education by creating basis for undertaken. This presentation describes curricula development and teaching the creation of a pilot cognitive solutions targeted to smooth the workload instrument, based on transition in working life. Strand 4D: Developing the future healthcare education workforce 15.30-17.30, 4 September 2019 ROOM: CBA0.013 Curriculum in the age of Industry 4.0 courses. Kamaran Fathulla, University of Lincoln Innovation paper, ROOM: CBA0.013 The development, implementation This paper reports on the findings of a and evaluation of peer academic HEFCE-funded project aimed at mentors for Nursing students developing a university-wide curriculum Nicola Morrell-Scott, Carolyn Lees and fit for the 21st Century and meets the Casey
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