Coventry University: E-Journals
Not a member yet
699 research outputs found
Sort by
An Exploration of Placement Travel and Accommodation Issues for Nursing, Midwifery and Allied Health Profession Students, Universities, and Practice Educators
Get PDFTravel and accommodation challenges for student’s access to pre-registration learning environments were explored through a National Health Service England (NHSE) funded project. This was hosted by XXXX Community Health and Care NHS Foundation Trust covering the XXXXX Integrated Care Board (ICB) area. A mixed methods service evaluation was used, using three cross-sectional surveys to discover local university placement teams, practice education facilitators and practice educators and nursing, midwifery and allied health profession student views on placement transport and accommodation challenges. One student focus group was also held to explore issues in more depth. Stakeholder participants described a range of transport and accommodation concerns, including student personal safety, transport routes, timetable challenges, financial and health burdens, and working to fixed shift patterns. Recommendations for practice include flexible shift patterns, car use guidance, free car parking, personal safety training, provision of overnight accommodation to protect wellbeing, and placement costs paid in advance. The project identified the need for a greater range of bus routes from transport providers, plus consideration for a university minibus service to reach rural community settings. The findings from this study will support placement providers and universities to maximise placement opportunities and will improve the student experience across the ICB setting. The results are applicable to other regions
Career motivation of 1st year nursing and midwifery students: A cross-sectional study
Get PDFThis paper presents findings from a cross-sectional study into the motivational factors of students who chose nursing and midwifery as a career.
189 students from the University of Bedfordshire (UoB) and 223 students from Canterbury Christ Church University (CCCU) completed a questionnaire at the start of their studies in 2018. The findings are generated from the first stage of the Placement, Impact, Experience and Destination (PIED) study into student belongingness on placement and the influence of practice on the first career destination of newly qualified nurses and midwives.
An in-class questionnaire was administered to 1st year pre-registration adult, child and mental health nursing and midwifery students to identify the intrinsic and extrinsic factors that influenced their motivation to choose nursing or midwifery as a career.
A mix methods study design was adopted for the PIED study where participants completed a survey that collected quantitative and qualitative data and administered during the course induction period.
Motivation scores were found to be high in both cohorts, with students at both sites endorsing intrinsic motivational factors over extrinsic at statistically significant levels. The strongest intrinsic factors appeared to be a desire to help and care for people and play a useful role in society, whereas the strongest extrinsic factors were career stability and the ability to work in different regions and countries.
The study suggests that the influence of family and friends continues to exert a strong intrinsic motivational influence on the career choices of students, particularly those under the age of 25. Identifying the motivational factors of first year nursing and midwifery students presents employers with an opportunity to tailor strategies to recruit apprentices, enable placement partners to enculturate prospective employees into the workforce and understand the relationship between extrinsic factors and practice learning to successfully recruit graduates
Navigating the Evolving Landscape of Researcher Capacity Development
Get PDFIn the ever-evolving realm of research management and administration (RMA), the imperative for nurturing researcher capacity has never been more pronounced (Aithal & Aithal, 2023). As the expectations placed upon researchers continue to grow, the need to strike a delicate balance between research productivity and impact becomes increasingly paramount (Alade et al., 2024). As the research landscape undergoes rapid transformation propelled by technological advancements and shifting societal priorities, opportunities abound for RMAs to play a pivotal role in shaping the future of inquiry and innovation.
This editorial explores three key factors reshaping the research landscape and their implications for researcher capacity development. We also explore vital opportunities emerging from the intersection of the 4th Industrial Revolution, eResearch/Metaverse, and the Sustainable Development Goals (SDGs), presenting avenues for enhancing the support provided by RMAs to researchers. As RMA as a discipline evolves and matures, the need to stay relevant and demonstrate value becomes increasingly critical
How global should legal education be? Recommendations based on the compulsory teaching in international aspects taught at Swiss law schools
Get PDFInternational aspects play an immense role in the work of most lawyers today. Accordingly, knowledge of how to deal with these aspects is of fundamental importance for the goal-oriented and high-quality training of lawyers. Ideally, these aspects should always be an essential part of the training, but this is only possible if sufficient basic knowledge and skills are guaranteed. The main finding of this article is that most universities (in Switzerland - and this probably applies elsewhere) offer a good choice of courses covering international aspects of law but do not ensure that all their students get the minimum necessary. In addition, the language skills so necessary on the (Swiss) job market are too often left to the student and not guaranteed by the university when delivering a degree. A third finding is that it is not easy for students to find out which universities are more diligent regarding the adequate teaching of international aspects. Without a thorough introduction to the basic foundations and the skills necessary to find and apply non-domestic sources legal education in all areas of law is inadequate
The application of procedural law at Spanish legal clinics
Get PDFThe American clinical education model is not entirely exportable, to the Spanish model of legal education as a consequence of the functional and methodological differences that arises between both legal systems. The conceptualization of the Spanish legal clinic is reasonably tied to its functionality. As a starting point, the configuration of the Spanish clinical legal education is growing exponentially. With a developed social function of legal clinics, the pedagogical function must be accomplished for the perspective of the legal sciences. Although, the interconnection between both functions is not yet strongly established. The clinical treatment of the legal conflict should also be based on the perspective provided by Procedural Law
Addressing Implicit Bias: A theoretical model for promoting integrative reflective practice in live-client law clinics
Get PDFDespite the proliferation of Clinical Legal Education programmes in England and Wales, such as live-client clinics, legal education and training in England and Wales continues to be predominantly focused on the analysis and application of rules, doctrines, and theories to hypothetical scenarios or essay questions. This form of pedagogy either minimises or ignores the role of the client in terms of supplying lawyers with knowledge pertinent to their case. In other words, it overlooks the fact that the lawyers’ acquisition of knowledge is not confined to technical rationality. This article seeks to achieve three broad aims. First, to contribute to the debate concerning the epistemology of reflective practice. Second, to develop a theoretical reflective cycle, informed by Kant’s transcendental idealism, which seeks maximise knowledge acquisition in legal education, namely knowledge supplied by the client. Third, to address implicit bias using the proposed reflective cycle. An optimal pedagogy for using this cycle is Clinical Legal Education, namely live client clinics.