Nursing
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/24
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Item Your tutor is your friend:Using experiential learning in first year to enhance 2nd year transition(Emerald, 2011) MacDonald, Kath; Gibson, CarolinePurpose: This paper describes a second year induction programme developed to support student transition. The sophomore slump theory suggests that students may experience a slump in second year, resulting in poorer outcomes and increased attrition rates (Gump 2007). Students were asked to reflect on their first year experience in order to identify learning and plan for the year ahead, in order to reduce potential for a slump during second year Design: Students beginning the second year of a four year BSc Honours Nursing programme participated in a one-day induction prior to commencement of semester 1 classes. Students were assigned to groups and asked to reflect on some key questions in relation to their first year experience. Responses were collated on flip chart paper and discussed together. Findings: Emergent themes are discussed here: forward planning, engagement with the institution, and building a strong foundation. Practical implications: This process served to illustrate to staff some of the hidden curriculum- issues and offered opportunities to focus on areas of student weakness such as referencing and academic writing. Using a combination of reflection, and experiential learning in induction may serve to transition students through the sophomore slump. Value: The challenge for academics is to continue to find ways to enhance the student experience in an increasingly diverse student population, and determine its effect on attrition rates. This paper offers a reflective commentary, exploring the authors' learning, on the implementation of one innovative programme of longitudinal induction.Item Passing on words of wisdom: Using graduating student nurses' experiences to influence the development of new entrants to a nursing programme(University of Glasgow, 2012-10) Gibson, Caroline; MacDonald, KathThe Quality Assurance Agency (Mayes, 2009) recommends increasing student engagement in the first year of higher education. Peer learning can maximise student engagement and facilitate learning. This reflective paper explores the use of 'welcome' letters as part of an orientation and transition programme to year one of a preregistration nursing programme. Welcome letters were written by final year students to inform new entrants about the realities of studying in an honours degree programme. The letters were distributed on the first day of induction. New students shared their letters as part of an icebreaking exercise and completed an evaluation form, reflecting feelings upon reading the letters and identifying any further issues. New entrants reported to feel more reassured about starting the programme and meeting new people. Other issues raised by the letters; clinical placements, the role of the personal tutor and expectations in class work, were responded to by faculty in the remainder of the induction. Using the letter as a tool, new entrants actively constructed their own learning needs about the forthcoming programme. The use of peer written welcome letters appears to be a powerful tool in engaging year one students during induction and may promote conditions for effective adult learning.