MSc in Professional and Higher Education

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/7215

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Now showing 1 - 5 of 5

A qualitative exploratory study to examine the views and experiences of Nurse Educators delivering Simulation Based Learning to Undergraduate Nursing Students.
(Queen Margaret University, 2016)
There has been an increased use of Simulation Based Learning in undergraduate nursing education within the UK and overseas during recent years (Cant and Cooper 2010). This has been driven predominantly, by a growing emphasis on patient safety and concern relating to the clinical competency of nursing students at the point of registration (NMC 2007, The Willis Commission 2012). Research carried out exploring this topic has largely focussed upon the student experience in this learning environment, with little consideration given to the role and perceptions of educators who deliver this teaching strategy. This extensive research proposal sets out the planning process of a study designed to explore how nurse educators, delivering simulation based learning perceive their preparedness to undertake this teaching strategy. The qualitative exploratory research study will be conducted at a Scottish University. Participants will be selected, using purposive sampling, from the academic staff delivering simulation based learning to undergraduate nurses, and data collection will take the form of semi structured interviews. The data will be analysed using thematic analysis and a report of findings will be produced. It is anticipated from this research that the findings will contribute towards an increased understanding from the educators' viewpoint, of how this teaching strategy can be more successfully delivered. It is expected that this increased understanding will improve the learning experience for the student and ultimately contribute towards improvement in the quality of patient care delivered. Findings from this proposed study will generate data, which should be useful in conducting further research into this topic
Evaluating undergraduate students' experiences of an 8 week pilot module "Living Well with Dementia" using a Collective case studies and a Phenomenological approach.
(Queen Margaret University, 2016)
Aim The aim of this dissertation is to evaluate students' experiences of an 8 week pilot module that provided education on person centre care in Dementia using a collective case studies and phenomenological approach. Background With an estimated 84,000 individuals living with Dementia in Scotland Caring for this increasing population will impact already fragile resources (Alzheimer Scotland 2012). In education, access to Dementia training is limited at undergraduate level (Pulsford, 2007, DOH, 2010, Alushi et al, 2015). It is imperative healthcare students' are competent at engaging with those with dementia at the point of graduation, and that these skills are embedded in their education (Alushi et al 2015, Gordon et al, 2014). Design and Methodology An 8 week on-line module with piloted with 32 undergraduate students who expressed an interest in dementia education. Data was collected using a qualitative methodology and semi structured interviews were utilised in both a focus group, and a single interview to form collective case studies. Data was then transcribed and evaluated using Ritchie and Lewis' framework (2003) for thematic and concept analysis. Results Participants identified there was a gap in the curriculum regarding dementia, however three themes emerged from the analysis. The module relevance in practice, the modules' design and delivery, and skill development. Conclusion The module was considered well designed, relevant to current practice and addressed the theory practice gap (Maben et al, 2006). It can potentially influence students critical thinking and their future clinical practice in a variety of ways. A subtle shift in thinking was evident from the biomedical approach to a more holistic and person centred view of dementia care (Furaker and Nilsson (2009). It is an important step in continuing to justify the need for dementia education in healthcare across all sectors, which will ultimately impact the care we deliver
“Stakeholders’ perceptions of a structured orientation programme for newly-qualified nurses in an intensive care setting: a qualitative descriptive research proposal”.
(2019)
This extended research proposal has been devised in order to examine perceptions of a structured orientation programme (SOP) designed for newly-qualified nurses (NQNs) in an intensive care unit (ICU). The aim of the research proposed is to determine perceptions from the perspective of NQNs, as well as mentors, members of the education support team and ward managers. A literature review was carried out which revealed that the research clearly suggests that SOPs ease the transition for NQNs; they are highly regarded by NQNs, with particular emphasis placed on the importance of the mentor. There is, however, a significant paucity of research within the context of the ICU. It has been suggested that this clinical setting presents a number of additional challenges for NQNs. From analysis of the limited body of research which exists, several themes can be identified; satisfaction associated with SOPs in the ICU may be lower than in other areas, NQNs are underprepared for this speciality, lacking the necessary knowledge and skills required and there is a need for considerable educational support. The research emphasizes the importance of providing a tailored SOP for the NQN in ICU. Furthermore, this should be regularly re-evaluated by relevant stakeholder groups. More research is urgently required within this area. For this research proposal, a qualitative approach, informed by a qualitative descriptive design is stipulated. Rationalisation for this is provided through the requirement of an in-depth understanding of participants’ experiences. A purposive sampling approach is proposed, data-collection through the use of semi-structured interviews is chosen and intended dataanalysis through thematic-analysis is specified. Justification for these methods is provided. Furthermore, ethical considerations are explored in relation to the proposed research. The implications for practice, in view of the potential findings, are discussed and suggestions for future research are identified.
Teachers’ use and perception of code-switching in Arabic as a foreign language classroom at United Kingdom universities
(2019)
Code switching is defined as” going from one language to another in mid speech when both speakers know the same two languages” (Cook 1991, p. 63). The use of Code-switching in foreign language classroom is not only controversial in literature (Jingxia 2010; Cahyani et al. 2016, Adnan et al. 2014; Littlewood and Yu 2011), but also among many of my Arabic language university teaching colleagues. Recent claims by some educators and researchers that code-switching practice could serve learning in foreign language classroom (Moore 2002; Cahyani et al. 2016; Cook 2001) are supported by findings of many studies. The aim of this proposal is to explore how teachers of Arabic as a foreign language perceive and use code-switching in their classroom at United Kingdom universities. The reason for interest in this topic will be explained and justified. The potential outcome of this study will demonstrate the teachers’ approaches and understanding of code-switching practice in Arabic language classroom. The findings will form a baseline for future research on this topic, provide assurance on the teaching quality in this setting, and may indicate a need for improving the teachers’ performance by planning teachers training workshops. Drawing on the available literature around this topic, and, the learning and teaching theories which I studied throughout this programme, I will outline the study methodology and discuss the study’s methods with details on how the aim of this study will be achieved. The rationale of the choice of mixed method of qualitative and quantitative approaches will be explained. This includes the use of closed ended questions questionnaire as a quantitative approach, and the interview as a qualitative approach. The data analysis process, the proposed outcomes and limitations of this study will be discussed, and lastly a reflection account on the research process.
Undergraduate and postgraduate student's attitudes towards formative assessment: an action research study
(Queen Margaret University, 2016)
Background: Assessment is seen as being at the core of the students learning journey and increasing evidence suggests that a greater emphasis should be given to formative assessment in order to underpin the development of reflective and self-regulatory learning strategies. Despite these benefits, it is perceived that students will only engage in activities that contribute directly to their grade. Supporting evidence is inconsistent however and is focussed primarily on undergraduates. This study therefore sought to provide insight into both undergraduate and taught postgraduate healthcare student attitudes towards formative assessment. Methods: An action research framework was employed using qualitative data collection strategies. Two student co-researchers volunteered to assist with recruitment and data collection. Four focus groups were undertaken with 22 students (14 undergraduate and 8 postgraduate) and a thematic analysis undertaken. Results: Four major themes were identified - perceptions of formative assessment, barriers to engaging with formative assessment, facilitators to engaging with formative assessment, usefulness of formative feedback. The findings highlighted that students defined formative assessment as a 'trial run' of the summative assessment and did not value assessment that was not directly associated with the summative. Many felt a pressure from staff to submit formative work and not all students understood the optional nature of the assessment. Time management was a significant barrier to engagement. Dialogic feedback, where students were encouraged to either direct the lecturer to areas where they would value feedback, was seen as uncomfortable by some students. One-to-one discussions however were seen as valuable by those who had experienced such opportunities. Conclusions: These findings support previous work that shows students tend to most value work which contributes to the development of their final grade and supports previous findings of cue-seeking behaviour. These behaviours suggest that students may be over-reliant on academic staff for an evaluation of their performance and that they lack the skills of self assessment. Differences between groups of students were subtle however post graduate students appeared to be more able identify the role that formative work play in shaping their learning.