Coventry University: E-Journals
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Reflections on a First Anniversary and Journal Ranking
Get PDFJournal ranking reflections on this journal's first anniversary
Accredited Training for User Involvement in Higher Education Teaching – Exploring an Innovative Training Programme in Public Involvement and Partnership Working
Get PDFThis article discusses a six-day course designed to address the current gap in provision of structured, accredited training for service users wanting to contribute to Higher Education (HE) Health and Social Care Education through public involvement (PI). It discusses the views of the participants who completed the course on its perceived impact on their future practice and their opinions on formal accreditation in this context. The course was delivered by a team of service users and academics. It covered three domains of involvement in HE: teaching, research and governance. This article focuses particularly on involvement in teaching and learning activities, drawing on findings from a focus group with participants carried out after the completion of the course. Focus group participants discussed five main outcomes of the course: ‘new knowledge’, ‘new skills’, ‘confidence’, ‘personal capability and gratification’, and ‘added value on CVs or when applying for jobs’. They recognised the ‘challenges of accreditation’ but also felt that they had gained from the experience in terms of personal development, and in relation to what they would be able to bring to improve engagement with learners. As public involvement becomes increasingly mandatory and common, their experiences illustrate the key role of training for involvement in HE teaching activities to ensure that a more diverse group of users feel able to actively contribute. However, reflections on the development and delivery of the course also highlight some of the challenges involved, particularly in relation to assessment, time and funding
Students’ Writing Research as a Tool for Learning – Insights into a Seminar with Research-Based Learning
Get PDFResearch-based learning is an approach that lets students conduct research to develop content knowledge. This article gives insights into a seminar that followed this approach. It was a collaboration between the writing center and the linguistics department at European University Viadrina in Germany with the aim to explore new ways of combining the learning of content knowledge and writing. In accordance with the stance of the Scholarship of Teaching and Learning (SOTL), this collaboration was meant to be a pilot to generate experiences and knowledge about this approach and its potential for combining discipline-specific learning and writing
Locating L2 English Writing Centers in German Universities
Get PDF As L2 English writing support services, including writing centers, expand into different linguistic and national contexts, it becomes imperative for literacy brokers (Lillis and Curry 2006) and literacy managers (Bräuer 2012) to reflect on the uses and limitations of existing writing support models and teaching approaches. This paper presents the findings from a project that tracked the growth of L2 English writing centers in German universities from 2013-2015, locating their emergence within changes in the German academic landscape. Using data taken from questionnaires and interviews, this paper locates and explores ten L2 English writing centers in Germany, focusing on their aims; organizational models and teaching approaches; staffing and funding; key university partnerships; offers; and reflections on the future. It is hoped that these collated experiences could be of interest to other L2 English centers developing in different countries and language contexts
Engaging Tools for Dialogic Guidance in Higher Education
Get PDFIn this article we present a toolbox for dialogic guidance that we use at the Academic Writing Centre at the University of Bergen when guiding students in various stages of the writing process. Our guidance is dialogic which means that we acknowledge that meaning and learning evolve when we interact with one another, when different and divergent voices meet; we let students themselves explore their writing, their writing processes and their texts, and find their own answers, their own solutions and their own ways. We ask open-ended questions, listen, describe and provide tools that meet different needs at different stages of the writing process, instead of judging and ‘diagnosing’ the written texts - and the students - and then proposing a ‘treatment’. Examples of our tools are spontaneous writing, the academic pentagon and the Toulmin model of argumentation. We seek to strengthen the students’ understanding and awareness of their own writing, thereby improving not just the writing at hand, but also the students’ academic writing skills and learning in general, and to develop a reflective and accepting attitude. Our students engage in dialogues with us, the tools we present, with themselves, their texts and their writing, with fellow students, with previous bachelor and master theses, and with the tradition which they are part of
Whose Responsibility Is It to Develop and Extend Practice Education Beyond Professional Training?
Get PDFPractice education has historically focused on the development of learners’ skills in the prequalification period. This article argues that generic skills exist which could be extended to the development of skills in other qualified professional staff and in direct care staff who may lack professional qualifications. It points to the crucial link between education, supervision and governance and notes the absence of much good practice. It argues that commissioners of services may need to be educated in the contribution these skills can make to high-quality health and social care provision
Passing Away: An Exploratory Study into Physiotherapy Students' Experiences of Patient Death whilst on Clinical Placement
Get PDFObjectives: Physiotherapy students returning to university following clinical placement commonly reported encountering patient death and often appeared traumatised by the experience. This exploratory study focuses on three main areas: students' experiences of patient death, their feelings and how they coped.Design: A qualitative research design utilised focus groups to explore students’ experiences of patient death. Sessions were audio-taped, transcribed verbatim and underwent independent thematic analysis by the authors. Categories and themes were then agreed.Participants: Two consecutive final year cohorts were invited to participate in this qualitative study. This resulted in a purposive sample of 15 Physiotherapy students.Findings: Five overlapping themes emerged: emotional distress, contrasts in reactions, desire to respond professionally, coping strategies and contextual risk factors. Students reported not only descriptions of the patient’s death but also the perceived contrast between their reactions and those of experienced staff. The latter were described as ‘insensitive’ and ‘blasé’. This contrast resulted in a breakdown in communication and a suppression of students’ reactions as they did not want to appear ‘silly’ or ‘unprofessional’.There is increasing recognition that effective management of patient death is an important part of health care. This study suggests that if placement is to be an effective learning environment for this aspect of practice then established healthcare professionals and educators need to be positive role models. Without this the values and skills that are necessary for providing quality end-of-life care may struggle to develop, as well as the culture of openness and transparency that is essential so that students no longer feel they have to hide their emotional distress
An Innovative Interprofessional Assessment
Get PDFThis article describes and evaluates the assessment used for a UK-based module entitled IPL - Working with Others. The module was attended by 320 students from adult nursing, child health nursing, mental health nursing, midwifery, social work, operating department practice, diagnostic radiography and therapeutic radiography. Students were divided into interprofessional groups of eight students. The groups were given a case study of a service user coming into contact with different health and social care professionals. They had to work together to produce a poster, based on the case study. The interprofessional groups provided a ‘real’ experience of working together and understanding one another’s roles. The students then had to defend their poster as a group and respond to questions from two assessors. In order to review the assessment, both students and staff were asked to provide feedback about the assessment process, listing the positive and challenging aspects. All of the staff provided feedback (12), and 192 (60%) students also provided feedback. It was found that the assessment worked well, both staff and students having found it to be both a good learning experience as well as being a good way to assess IPL. Students had a ‘real’ experience of interprofessional working, facing barriers and challenges to overcome which are similar to those in practice
Developing and Implementing Supervisor Training for Clinical Psychologists in the United Kingdom
Get PDFEngagement in supervision is a professional requirement for clinical psychologists in the UK (Division of Clinical Psychology 2014). There is, however, little guidance regarding how psychologists should be taught the skills required to be a supervisor, or how these skills should be evaluated. This article starts by reviewing the development of national guidance for the training of clinical psychologists as supervisors. Nationally agreed learning objectives for supervisor training are presented. The article then describes how this guidance was operationalised within a region of the UK, and how this has been developed over a number of years. The training and its evaluation processes are outlined and mapped against the learning objectives, with suggestions for future developments