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Home , University of Plymouth

30th International Networking for Healthcare Education Conference 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 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 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, 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 – 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, Implementation of peer assisted Innovation paper, ROOM: CBA0.060 learning for Midwifery students opportunities to meet, engage and Mandy Stevenson and Heather Bower, learn Helen Bedford and Alison Smalley, Innovation paper, ROOM: CBA0.060 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, 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 Beaumont, Liverpool John Moores challenges and opportunities offered by University Industrial Digitalisation 4.0. The paper Innovation paper, ROOM: CBA0.013 looks at how an ID 4.0 underpinned This presentation will describe how the curriculum could be designed and Peer Academic Mentor role has been considered for health undergraduate developed, implemented and evaluated, normally performed by an employee or supported by Curriculum Enhancement group of individuals. It usually involves funding to employ student interns who an open-call through participatory have worked with the project leads online activity, providing a wider access including a collaboration partnership to people internationally in less time with academic study skills support and at a reduced cost than traditional services. methods. This research seeks to capture the “general public” voice in the Using the 'wisdom of the crowd' in development of a pre-registration Health Professions Education healthcare curriculum through the Janice St John-Matthews, The University development of an online community of the West of England using crowdsourcing to achieve this. Research paper, ROOM: CBA0.013 This session presents the findings of a Described by Howe (2006), literature review which sought to crowdsourcing works through an identify where the tool is currently used institution outsourcing a function in Health professions education.

Strand 4E: Education in clinical practice and practice development 15.30-17.30, 4 September 2019 ROOM: CBA1.021

An intervention study on peer Enhancing consistency and rigour of learning practice assessment in Midwifery Ylva Pålsson, University of Gävle and Nursing Research paper, ROOM: CBA1.021 Margaret Fisher, Clinical practice education enables Fran Galloway, Nursing students to develop Judith Jackson, Canterbury Christ Church competencies and prepare for their University future profession. Different clinical Research paper, ROOM: CBA1.021 practice models have been discussed, This paper presents a ‘Practice one of which is peer learning. In Assessment Toolkit’ resulting from a research, the word peer learning is used national project exploring ‘Grading of to designate student learning that Practice in Pre-registration Midwifery’ in occurs in small groups or in pairs and the United Kingdom. This is linked includes a wide range of activities. directly to contemporary regulatory Individuals from similar social groups changes currently being implemented in help each other to learn and learn Nursing and Midwifery pre-registration themselves sharing knowledge, ideas programmes. The Nursing and and experiences. We report on an Midwifery Council requires new roles of intervention on peer learning in clinical ‘practice supervisor’, ‘practice assessor’ practice education, earlier published in and ‘academic assessor’ to support and Nurse Education Today. assess students in practice. This presentation will discuss how these Introducing an evidence-based evidence-based resources were ‘Practice Assessment Toolkit’: developed and can be flexibly applied across professions in practice - including a set of key principles, a model and Using Twitter to promote and generic assessment tools. develop a regional approach to practice assessment in Nurse Student nurses’ experiences of Education receiving verbal feedback within the Gary Parlett, University of East Anglia clinical learning environment Jenny Pinfield, Cathrine Derham and Julie Panzieri, Paul Jackson, University of Wolverhampton Research paper, ROOM: CBA1.021 Abbie Fordham Barnes, Birmingham This paper explores verbal feedback and City University the concept of high quality feedback Tracey Baker, within the practice setting (Johnson et Innovation paper, ROOM: CBA1.021 al., 2016). The results of a research This presentation will explore how a study indicate the extent to which bourgeoning group of 28 Higher students experience high quality Education Institutions have used Twitter feedback: feedback which promotes (@panmidsyorkeast) to develop self-regulation by encouraging engagement with the wider community engagement and the processing of in relation to the development of a advice to inform development. Students regional practice assessment document recognised the importance of verbal for Nurse Education. In this feedback received from multiple presentation we will share our sources and identified challenges in experiences and discuss how having a obtaining this. Insights gained have strategic approach to identifying implications for the introduction of the followers has enabled us to develop Standards for Student Supervision and stronger partnership working by Assessment (NMC 2018), in order to enabling engagement with students, ensure difficulties students encounter educators and service users. are not perpetuated within this new approach.

Strand 4F: E-learning/blended learning 15.30-17.30, 4 September 2019 ROOM: CBA1.098

Same content, different countries, experienced Keele University different standards: International physiotherapy Practice Educators (PEs). experienced Physiotherapy An action research method was used to educators’ opinions on online explore the views of PEs who mentor students both nationally and training course inclusions internationally on what future content Helen Edwards, Keele University should be included in the online Innovation paper, ROOM: CBA1.098 educator course to ensure fitness for This presentation reports on the purpose in today’s clinical environment innovative pilot of an online and educational market. The study Physiotherapy training course with proved that the original online programme was an important and universities are looking for ways to innovation and was an essential stay agile and responsive to the needs resource to prepare educators for of their healthcare partners. The training students in a global healthcare is leading the way, community. having built an expertise centre in Workbooks: A lightweight and agile online learning design and delivery. The approach to developing online collaboration between the University of content and activities to complement Derby Online, with the subject matter face-to-face teaching expertise in the academic discipline, Pete Lonsdale and Christine Armstrong, enables us to offer education to a world- Keele University wide audience. To facilitate this Innovation paper, ROOM: CBA1.098 collaboration, we have developed an At Keele, we recognised a need for innovative co-creation and design online resources following a workbook- thinking methodology which we share style approach: a mixture of text, and discuss. images and videos that students could engage with over time, enter their own Evaluation of the impact of a virtual responses into, with integrated reality community placement on knowledge-checks. This drove the student nurse learning development of a tool that allows staff Siân Shaw, Anglia Ruskin University to quickly build resources that students Research paper, ROOM: CBA1.098 can access from any device, and Virtual reality (VR) is pushing the provides instructors with completion boundaries of Nurse Education. Imagine information, with options for generating placements in a virtual world where you sign-off sheets that students take into can develop a rapport with a service practice. We are also using this system user and where student nurses can to develop materials for clinical staff practice clinical skills as many times as who need training on the new they need. Where academics can ensure Standards for Student Supervision and the placements of students guarantee Assessment. high quality learning and teaching and best practice every time. Where Transformational learning journeys, placement capacity is unlimited. This from face-to-face to online learning world is here. Come and hear how Claire Carter and Marlies Gration, students at Anglia Ruskin have University of Derby experience learning in a virtual reality Innovation paper, ROOM: CBA1.098 community placement. We are on the The Health sector is changing rapidly, brink of something very exciting.

Strand 4G: Inclusivity in healthcare education 15.30-17.30, 4 September 2019 ROOM: CBA1.099

The experiences of Black and Ethnic Minority students Morkos Iskander, Education. Using observations and Research paper, ROOM: CBA1.099 interviews in the university setting, our Medical staff from minority groups are data show that: students experience over-represented in disciplinary discrimination from overt Islamophobia proceedings, and under-represented in to subtle, aversive microinvalidations senior roles. It applies by extension to based on religion and ethnicity; and the students. Simulation can act to remove discrimination occurs on campus, at and eliminate systematic biases. Fourth breaks and while travelling to the year medical students in the North West university. Our analysis suggests that of England were sampled and students’ reactions to these experiences interviewed regarding their experiences, of racism and Islamophobia are with a focus on learning opportunities, nuanced and involve rationalisation and episodes of denial of access, and direct analysis of their experiences. We use discrimination observed or experienced intersectionality to show how personally. This study demonstrated Islamophobia and racism are entwined that simulation training may be used to as discriminatory forms in Nurse minimise bias subjectively experienced Education. and provide a uniform educational experience. The 'High-Five Style' method of pedagogy: Levelling the competitive Best teaching practices for providing playing field for diverse students culturally sensitive and inclusive Natruedee Potiwat, De Montfort Nursing Education: Nurse educators’ University perspectives Innovation paper, ROOM: CBA1.099 Christine Sommers, Universitas Pelita Learning Pharmacology is one of the Harapan main challenges to Medical Science Research paper, ROOM: CBA1.099 students and some students struggle This session will present research more than others; due to differences in regarding Nurse Educators’ perspectives student profile, academic competence on implementing best teaching practices and prior academic achievement. This for culturally sensitive and inclusive can result in students becoming Nursing Education (CSINE). Their disengaged with subject content and in- perceptions of challenges, classroom activities and assessments. benefits/outcomes to educational needs Online multiple choice questionnaires will also be discussed. Implications (MCQs) are a commonly used formative include developing and sharing CSINE assessment method, allowing students strategies and the need for further interaction which enhances engagement research to promote positive outcomes and fairness. Traditionally, the highest for students and their patients. scoring students win a prize for each classroom activity, but the winners tend Islamophobia and Nurse Education to be the same academically able David Ring, students, while the less academically Research paper, ROOM: CBA1.099 able become discouraged. In order to Muslim student nurses describe bridge this gap, a new, innovative High- personal experiences of Islamophobic Five style quiz was created. This session discrimination in Nursing and Nurse will look into the impact of the quiz on students’ motivation and learning in Pharmacology.

Strand 4H: Using simulation to enhance learning 15.30-17.30, 4 September 2019 ROOM: CBA1.100

Enhancing paediatric Radiography voice via computerised high-fidelity education through the use of manikins. However, student feedback simulation found manikins did not provide a Michelle Ellwood, realistic learning experience. Innovation paper, ROOM: CBA1.100 Standardised Patients now participate in Student radiographers have cited face-to-face scenarios enabling students Paediatric Radiography as an aspect of to become immersed in realistic clinical practice that is a ‘challenge’; makes situations. While hands-on learning them ‘nervous’ and ‘apprehensive’; and cannot be replaced, the SP collaboration worried about ‘compliance’ (Ellwood and enhances critical thinking, decision Crohn 2014). A ‘Ready-or-Not Tot ®’ making and clinical practice in a safe male baby manikin was purchased to environment. enhance Paediatric Radiography teaching sessions. Students were able to Evaluation of a one-week simulation- handle the 'baby' and were encouraged based education package designed to reflect on their reactions when the to support first year Diagnostic 'baby' started crying and became Radiography students during their distressed and explore future coping clinical placement strategies for practice. Two pairs of Emma Hyde and Naomi Shiner, students also volunteered to take care University of Derby of the 'baby' for 24 hours to gain an Innovation paper, ROOM: CBA1.100 insight into the parent's perspective and Simulation based education (SBE) is an report their experiences back to their established pedagogical approach to peers. delivering healthcare education. The Health and Care Professions Council Using simulation to enhance and Nursing and Midwifery Council both learning advocate the use of SBE. Recent media Lisa Merrett and Rachael Sales, The attention highlighted the need for University of the West of England increased staffing for diagnostic imaging Innovation paper, ROOM: CBA1.100 services in the UK (SCoR 2018a). Your patient will see you now: However, expansion of student Simulation-based education has numbers within universities is limited by become increasingly effective in placement capacity. SBE offers a way to healthcare programmes. The potentially increase placement capacity. introduction of a Standardised Patient This presentation will provide a critical (SP) role within simulations enhances evaluation of a one-week SBE package students’ learning experience further designed to support first year Diagnostic supporting authenticity and real-world Radiography students, highlighting learning. Historically the SP provided a successes and areas for improvement.

Strand 4I: Social, economic and policy drivers in healthcare education 15.30-17.30, 4 September 2019 ROOM: CBA1.102

Exploring the politics and fantasy challenges of providing Nurse Education surrounding patient involvement within the island context will be policy in Nurse Education explored, including those associated Nickey Rooke, University of East Anglia with the island political and legislative Research paper, ROOM: CBA1.102 frameworks, the economies of scale, Patient involvement in practice geographical isolation and the assessment was first introduced in 1996 infrastructure supporting health and but failed to establish itself as a routine social care. The steps taken to address practice. Fourteen years later, in 2010 these challenges and the future plans to the UK Nursing and Midwifery Council increase student numbers being 'home restated this requirement in response to grown' will be debated. concerns that university-based Nursing Education was not producing caring and How can higher education contribute compassionate nurses. This to improving the physical care and presentation offers a critical explanation health promotion behaviours of of the political and phantasmatic logics mental health field graduates? surrounding the re-introduction of Tom Laws, patient involvement in practice Rebecca Rylance, assessment and the dichotomy between Research paper, ROOM: CBA1.102 policy rhetoric and the realities of Persons with mental illness have poorer practice. The implications for patient health relative to matched populations involvement following the publication of with no mental illness. Evidence and the 2019 NMC Standards for Pre- expert commentary suggest that Mental registration Nursing programmes will be Health nurses lack clinical capacity to discussed. provide the necessary physical care; ultimately contributing to premature 50 years of 'growing our own': The death and co-morbidities. Constraining challenges of delivering approved physical care capacity is a) students Nurse Education programmes on an desired to focus purely on their mental island health knowledge and skills, b) a culture Tracey McClean, States of Guernsey within clinical practice to prioritise time Brenda Munro, The Institute of Health and resources towards improving and Social Care Studies mental health. We found marketing Issues for debate paper, ROOM: practices at HE entry points can shape CBA1.102 the necessary attitudes and the Despite the challenges of delivering an Baccalaureate proforma can enhance approved Nurse Education programme distributive ethics for clinical time on an island, the past 50 years has seen rationing and resourcing. An escalation a steady supply of 'home grown' nurses in disease prevalence requires a timely contributing to the local workforce. The and appropriate policy response and logistical resourcing if quality of life is to Critical Care Units within the region to be optimised, productivity maintained, deliver two Critical Care Nursing and health cost contained. Modules, in two strategically located sites. An HEI was selected to accredit the Employing entrepreneurial thinking modules, whilst clinical practitioners to Post-registration Critical Care within these 21 units would undertake Nurse Education delivery the delivery. CPD delivered in clinical Karen Cotton and Melanie Wright, East practice and not in the university of England Adult Critical Care setting, is an initiative developed from Operational Delivery Network entrepreneurial thinking, and does not Julia Hubbard and Miss Donna Pierre, come without challenges. This new University of East Anglia educational model can have a positive Issues for debate paper, ROOM: impact on allocation of organisational CBA1.102 resources, workforce retention, The East of England Adult Critical Care transferability and consistency in critical Network formed a consortium with 21 care education within the region.