{"title":"There is more to a GTA than meets the eye","authors":"A. Pezzella","doi":"10.11120/HSCE.2014.00042","DOIUrl":"https://doi.org/10.11120/HSCE.2014.00042","url":null,"abstract":"Abstract Employing graduate students in Higher Education Institutions (HEIs) as Graduate Teaching Assistants (GTAs) is increasingly popular across different institutions in the United Kingdom. GTAs support students’ learning as well as assisting academics in preparing sessions and, at times, with research. The GTA scheme is seen as a developmental role for graduate students who wish to pursue a career in the education sector; it is the first step on the ladder to becoming an academic. This paper provides an insight into the GTA role, outlines the challenges GTAs face and the rewards they receive while engaging with students, academics and research in a UK-based university.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128933967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Listening to Students’ Views on NSS Data for Quality Enhancement","authors":"L. Robinson, A. Sykes","doi":"10.11120/hsce.2013.00035","DOIUrl":"https://doi.org/10.11120/hsce.2013.00035","url":null,"abstract":"Abstract In the UK, the marketisation of Higher Education (HE) increasingly constructs students as ‘customers’ rather than ‘learners’. Prospective students are faced with an array of published material to enable them to compare and contrast the ‘products’ on offer from UK institutions, including the Government website, Unistats (http://unistats.direct.gov.uk), which provides at-a-glance information about each programme to help inform the choice of university. It can be argued that such marketisation constrains pedagogical aspects of HE provision and renders obscure the responsibilities required of each learner when considering the effectiveness of a programme of learning; raising challenges for managing the expectations of students. This paper examines the challenges to HE Institutions (HEIs) in ensuring that the provision they offer is evaluated and developed in more ways than simply as that of ‘product’. The challenges to be addressed are discussed and a good practice example of using National Student Survey (NSS) data for quality enhancement is detailed.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130141421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"New Resources to Support Staff and Students with the Transition into Learning on Initial Clinical Placements","authors":"A. Timm, F. Hill, S. Omer, R. Karousou","doi":"10.11120/HSCE.2014.00038","DOIUrl":"https://doi.org/10.11120/HSCE.2014.00038","url":null,"abstract":"Summary This short communication introduces two new resources that were developed by the Beyond Competence project team from the University of Southampton. Both resources are based on a large externally funded piece of education research. Details of how the resources were evaluated and how they are used locally are included. Readers are invited to ‘have a go’ and re-use these resources in their own contexts; suggestions of how this might be done are included.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133474144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Could do Better? Exploring the Potential of the Patchwork Text as a Liberating Assessment Process for Health and Social Care Leadership Education","authors":"S. Jones-Devitt, A. Steele","doi":"10.11120/hsce.2014.00039","DOIUrl":"https://doi.org/10.11120/hsce.2014.00039","url":null,"abstract":"Abstract This paper presents a critical account of some of the tensions inherent in designing appropriate assessment activities for health and social care students within a challenging wider context. Within the confines of two of the most increasingly scrutinised sectors – health and social care and higher education – this piece explores how employers' needs of reducing the amount of time employees spend on ‘off-site’ development might have to be counterbalanced with learner expectations of enhanced contact time and meaningful engagement. A case study example is presented in which an undergraduate leadership programme – aimed primarily at health and social care professionals with supervisory and/or managerial experience – turns these tensions into something more positive by using a ‘meta’ patchwork text approach to leadership development. The authors will argue that the patchwork text (as introduced by Scoggins & Winter 1999) – in which small episodes of learning are placed into a wider context by learners ‘stitching’ together a justified meaning, or narrative, of their theory and practice – can provide a tool for wider critical thinking and leadership development and provide an effective alternative to replace the standard undergraduate dissertation; seen by some employers as obsolete and ineffectual for wider organisational application. As Healey et al. (2013) note, there is an increasingly large number of students with complex combinations of widening diversity and motivations who study the professional disciplines of business, nursing, and education, in which traditional dissertations do not necessarily provide for all students' and employers' requirements. The patchwork text mode of assessment sets out to address this inadequacy by arguing that the text ‘stitching’ process neither privileges retrospective synthesis – illustrated commonly by the summative essay – nor does it privilege a wholly reflective component – characterised by learning logs, journal entries and reflective diaries; instead, it draws upon synthesis and reflection to develop both learner autonomy and more effective application to practice.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125154066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creative Teaching in Health and Social Care using the UK Data Service","authors":"J. Carter, Mark Brown, B. Brett","doi":"10.11120/hsce.2014.00041","DOIUrl":"https://doi.org/10.11120/hsce.2014.00041","url":null,"abstract":"Abstract The UK has access to a wealth of high-quality social science data and resources, through the UK Data Service. These data have been well used in research, and attention is now increasingly turning to their inclusion in the undergraduate curriculum. This paper describes how the data can be used in the teaching of methods courses, as well as being integrated into substantive courses. The UK Data Service is described in brief, followed by an example firstly of quantitative, then qualitative, data resources in teaching and learning. The data and resources lend themselves to a huge variety of disciplines, including those involved in health and social care education. As the UK embraces the challenge to improve the student experience in the teaching of research methods, the UK Data Service is particularly well positioned to address this. This paper provides examples and pointers to work that is ongoing and being further developed through the UK Data Service. Engagement with teachers is critical to enable further work to be developed in this important area.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116111667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Students as Educators","authors":"S. Wilson, G. Becket, J. Prescott","doi":"10.11120/hsce.2013.00034","DOIUrl":"https://doi.org/10.11120/hsce.2013.00034","url":null,"abstract":"Abstract The aim of this study was to evaluate peer assisted learning (PAL) in a pharmacy course context. PAL is interesting for educationalists as the technique offers reciprocity in learning between the student tutor and the student tutee. Both student tutor and student tutee have the ability to learn through the process. 14 students volunteered to be student tutors on a first year pharmacy practice module. The results are discussed from the perspective of both the student tutee and tutor. Although a small pilot study, the results from this project echo the themes of perceived benefits identified in the literature on PAL, most obviously with the three themes of confidence, collaboration, and learning. Challenges to the process are also discussed.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133231086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Emotional Resilience in the Helping Professions and how it can be Enhanced","authors":"L. Grant, G. Kinman","doi":"10.11120/hsce.2014.00040","DOIUrl":"https://doi.org/10.11120/hsce.2014.00040","url":null,"abstract":"Abstract This paper provides an overview of research that has examined the benefits of emotional resilience for the wellbeing and employability of helping professionals such as social workers, nurses and midwives. It outlines the competencies that have been associated with emotional resilience (such as emotional literacy, reflective ability, appropriate empathy and social competence) and considers how they have the potential to help people to cope with the emotional demands inherent in the helping professions. Some evidence-based strategies are highlighted to help academic staff develop an ‘emotional curriculum’ to foster emotional resilience in students training for the helping professions.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126938585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Preliminary Evaluation of a New Life Science Module for Year One Nursing and Midwifery Students","authors":"Katherin A. Rogers","doi":"10.11120/HSCE.2014.00045","DOIUrl":"https://doi.org/10.11120/HSCE.2014.00045","url":null,"abstract":"Abstract This report outlines the rationale for the design and implementation of a new life sciences module for year one nursing and midwifery students. It describes our experience to date in running the new module and presents some preliminary results which describe an improved student performance compared to our previous year one bioscience module.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"319 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133601697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Painful Journey from Clinician to Academic: Reflections on Learning the Art of Writing for Publication in Nursing Journals","authors":"S. Kendal","doi":"10.11120/hsce.2013.00036","DOIUrl":"https://doi.org/10.11120/hsce.2013.00036","url":null,"abstract":"Summary Even senior clinicians may not read academic research. Yet when making a career shift from clinical practice to higher education, a confident and experienced health practitioner can soon be facing an academic contract that contains challenging publication targets. This article reflects on one clinician's experience of trying to get a paper published in an academic journal.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115713937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Can ‘Evidence Based Practice’ be Taught in a way that is Meaningful to the Student for Practice?","authors":"S. Westwater-Wood, P. Hendrick, C. Diver","doi":"10.11120/hsce.2013.00037","DOIUrl":"https://doi.org/10.11120/hsce.2013.00037","url":null,"abstract":"Summary Increasingly, it is expected that graduates from a wide range of disciplines will have the necessary skills and knowledge to practice within their chosen field according to evidence based practice (EBP) guidelines. The best methods to facilitate this process have not been fully evaluated. In this paper we describe our journey from problem identification to introduction of a curriculum change to address the academic–clinical divide in EBP skill development. Preliminary results suggest favourable outcomes including improved student confidence in the integration of EBP in practice and clinical educators’ knowledge, and value of EBP on clinical placement.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124658983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}