SOLSTICE Conference 2015

4th & 5th June 2015

Tell me and I forget, teach me and I may remember, involve me and I learn (Benjamin Franklin)

Judith Ball, Elaine Hughes & Alexandra SwiftFOHSC, Pre-registration Nursing

Aims

• To discuss the use of technology in a level 6 pre-registration nursing module to enable students to link theory to practice

Setting the scene

• Level 6, final module of a three year undergraduate programme• Service improvement• National quality agenda• Learning from listening• Leadership• Feed forward activities• Formative and summative assessment• Action learning• All elements high on the nursing agenda (DH 2014; Sherring 2012; NMC

2010; Mabben et al 2012; NHS England 2015)

LearningAnd

Teaching

Challenges of generic large groups: Questions?• Does group size have an impact on learning?• Learning style of large group of students identified visual/kinaesthetic

learners• Production and development of materials and methods which meet

the learning styles of the group• Seminars and action learning sets supported critical thinking and

application to practice• The advantages of formative feedback

How do you deploy technology meaningfully in groups of 170 student nurses?

How can we enhance the student experience in terms of their understanding and utilising their management and leadership styles for professional practice?

How can we facilitate learning to improve practice prior to registration as a nurse?

• Feed forward theory to practice• Teaching and learning practice

(Bullock 2000)• Simulated field specific, practice

based scenarios• Experiential learning• Video recording

• How do we develop a critical thinking, confident and competent graduate nurse?

Immediate Individualised Feedback

• Students who receive individualized feedback immediately after self evaluation of simulation performance showed statistically significantly increased knowledge (Grossman and Conelius 2015) • Critical review by staff• Video feedback• Peer review• Reflection on performance

The Student Voice“These sessions are so valuable to us students…. it enables us to make errors and learn from them before qualification the more of them the better” (Adult student)

“I don’t think I’d be able to communicate in the same way with a dummy” (MH student)

“Simulated learning was helpful….I think this supported us in future jobs” (Child student)

“Outside speakers were informative and linked really well with what we had been learning”

Team Reflections: Where next?

• PDSA• The importance of interaction in simulated practice v high fidelity

mannequins: Field specifics• Introduction of SimPads in place of mannequins? http://

www.laerdal.com/gb/SimPad• The use of service users, actors or MASK-ED?• Strengthening student reflection on performance

References

• Bullock, I. (2000) ‘Skill acquisition in resuscitation’, Resucitation, 45, 139-43• DH (2015) Quality Outcomes Framework,

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/385749/NHS_Outcomes_Framework.pdf• Grossman, S. and Conelius, J. (2015) ‘Simulation Pedagogy With Nurse

Practitioner Students: Impact of Receiving Immediate Individualized Faculty Feedback’, Creative Nursing, 21, 2, p.100-109• Maben, J., Morrow, E., Ball, J., Robert, G., and Griffiths, P. (2012) High

Quality Care: Metrics for Nursing. National Nursing Research Unit, King’s College London

References

• NHS England (2015) ‘Commissioning for Quality and Innovation (CQUIN): Guidance for 2015/16’, England: London • NMC (2010) Standards for pre-registration Nurse Education• Sherring, S. (2012) ‘Nursing leadership within the NHS: an

evolutionary perspective’, British Journal of Nursing, 21 (8) p491-494