Dimensions on Nursing Teaching and Learning: Supporting Nursing Students in Learning Nursing

By Sheila Cunningham

The book presents five significant areas of learning within professional programmes of preparation most applicable to student nurses and midwives in their pre-registration education but also with relevance to other learners on healthcare related disciplines. This volume has emerged from several sources: the editor’s role as a Director for Learning and Teaching in Adult, Child Nursing and Midwifery and also from an EU funded project looking at quality benchmarks and assuring clinical learning environments (HEALINT). The Francis Report (Francis 2013) and the Shape of Caring Report (Willis 2015) highlighted challenges related to practice learning and mark a renewed focus in its overall significance (Morley et al 2017).  In addition to discussions regarding models of support in practice, there is also a clear emphasis on the need for nurses to have the knowledge and skills to undertake more flexible roles and an increasing requirement for nurses to have higher order knowledge andskills at the point of registration, according to the UK Nursing and Midwifery Council (NMC 2017). The book will meet these new educational needs especillay for educators working in Nurse and midwife colleges.The new standards of proficiency for pre-registration nursing were published in 2018, with all higher education institutions (HEIs) approved to deliver the programme from September 2019. This creates a demand for a publication which explores the potential impact of a new education approach and issues with preparation (teaching and learning) for nurses and the breadth and dimensions of teaching and learning. NMC proposed roles of Practice Supervisor, Practice Assessor and Academic Assessor will not have a prescribed preparation programme and universities and practice partners will be seeking guidance and direction in developing local programmes of preparation.

• Language: English
• Publisher: Springer
• Release date: Mar 18, 2020
• ISBN: 9783030397678

Book preview

Editor

Sheila Cunningham

Dimensions on Nursing Teaching and Learning

Supporting Nursing Students in Learning Nursing

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Editor

Sheila Cunningham

School of Health and Education, Middlesex University, London, UK

ISBN 978-3-030-39766-1e-ISBN 978-3-030-39767-8

https://doi.org/10.1007/978-3-030-39767-8

© Springer Nature Switzerland AG 2020

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Acknowledgements

Contributions from the following projects and teams are recognised as being important to the chapters within this book:

Project Team for HEALInt

https://​healint.​eu/​

Project Team for ISPAD

https://​www.​um.​edu.​mt/​healthsciences/​nursing/​ispad/​home

Project Team for STEP

http://​www.​stepapproach-learning.​org/​

In addition, we acknowledge the nursing and midwifery teaching colleagues and clinical staff within the various clinical areas which support students and of course to all the students for whom we strive to support becoming the professionals of the future.

Sheila Cunningham, Editor.

Abbreviations

AR

Augmented reality

BAME

Black, Asian and minority ethnic groups

CLE

Clinical learning environment

CPD

Continuous professional development

FE

Further education

HE

Higher education

NMC

Nursing and Midwifery Council

TEL

Technology enhanced learning

VR

Virtual reality

WP

Widening participation

Contents

1 Pedagogy for Nursing:​ Challenging Traditional Theories 1

Venetia Brown and Sheila Cunningham

2 Learning in Partnership 21

Sinead Mehigan

3 Clinical Learning Environments 33

Sheila Cunningham

4 Supervising, Supporting Learning and Coaching 49

Kathy Wilson, Nora Cooper and Pam Hodge

5 Inclusive Learning, Diversity and Nurse Education 65

Sheila Cunningham and Nicky Lambert

6 Innovative Approaches to Nurse Teaching and Learning 83

Mariama Seray-Wurie, Clare Hawker and Sarah Chitongo

About the Editor

Sheila Cunningham

is an Associate Professor with a role in developing teaching. Her doctoral studies revolved around inclusivity and diversity in learning and teaching for professional programmes. She is also involved in curriculum development and has a particular interest in student learning especially biosciences. She has a role with coordinating and managing Erasmus and international exchanges for nursing students. She is a Principal Fellow of the Higher Education Academy (now Advance HE) and currently is Chair of the University Teaching Fellows Group.

About the Authors

Venetia Brown

has more than 20 years of experience in nurse education (having started her teaching career as a Lecturer in women’s health). Her core philosophy is equal opportunity, access, participation and attainment in education at all levels and particularly within HE. Her doctoral thesis reflects this philosophy. Her study on the experience of HE for healthcare CPD student demonstrated the need for HE to ensure their processes, policies and procedures as well as pedagogical practices are flexible enough to meet the needs of non-traditional students. Her current interest is working with key stakeholders to reduce the attainment gap for BAME students in HE.

Sarah Chitongo

is a Nurse and Midwife with 18 years of experience in all the areas of Midwifery. She is also an experienced Senior Manager who left the National Health Service (NHS) as a Midwifery Manager. Sarah is also a Specialist Advisor to the American Pregnancy Association and provides regular consultancy to voluntary maternity organisations in the UK and Reviewer of Ethnicity and Health Journals. She is also a Clinical Skills Manager in the School of Health and Education at Middlesex University and her role involves shaping and implementation of long-term strategic plans within the Nursing and Midwifery Clinical Skills Department, ensuring that these fit within broader functional, academic and university strategies and has interest in the experiential teaching pedagogy. She is also the pioneer of bringing Augmented Reality in Midwifery Education and its implementation and adaption into the curriculum. Sarah is also a project lead in several national health projects in addressing health inequalities.

Nora Cooper

has been a Registered Nurse for over 30 years and has been in Nurse Education for over 20 years and has held a variety of teaching roles and has taught undergraduate and postgraduate students. Her main area of interest at this point is supporting qualified nursing staff who support learners in the clinical area to navigate the new roles of Practice Assessor and Practice Supervisor that came into place in September 2019.

Clare Hawker

is an experienced Lecturer in Adult Nursing and Director of Simulation and Technology in the School of Health Sciences at Cardiff University. Her role as Director of Simulation and Technology is to lead and oversee the development and implementation of technology and simulation as they apply to learning, teaching and research within the school, considering new technological developments in the areas of information technology, simulation and learning technology. Developing innovative approaches to learning and teaching has always been an area of interest leading to a number of projects including the Erasmus Funded Innovative Simulation for Pedagogy Academic Development (iSPAD) project. Clare is an active member of the Wales Centre for Evidence Based Care and has conducted a systematic review exploring the effectiveness of strategies and interventions that aim to assist the transition from student to newly qualified nurse. Clare’s PhD thesis was a mixed methods study exploring preregistration nursing students’ education and training in aseptic technique in the UK. The integration of augmented and virtual reality in teaching is an area of current research interest.

Pam Hodge

is a Registered Mental Health Nurse and Lecturer in Practice Learning at Middlesex University. Pam’s role at the university relates to all the areas of practice learning, including identifying and preparation with new practice placement areas for student nurses and trainee nursing associates. Pam’s work focuses on enhancing the learning opportunities for the nursing learners outside of the acute sector, in primary care, care homes and other non-traditional placements, across the North London area.

As an Academic Link Lecturer with a wide variety of practice areas, a large part of the role involves developing new relationships with practice partners and collaborative working, elements of the role she especially enjoys.

The role includes being part of a number of research projects related to primary care experiences for nurses, health and social care support workers and practice learning. Her MA research focused on the practice learning valued by care home nurses and she is expanding this work with colleagues.

As part of the Strengthening Team-based Education in Practice (STEP) project, Pam contributed to a chapter in ‘Facilitating Learning in Practice’ (Morley, Wilson and Holbery, 2019) focusing on the value to students and healthcare assistants in working together to support the learning journey.

Nicky Lambert

is an Associate Professor (Practice) at Middlesex University, where she is Director of Teaching and Learning for Mental Health and Social Work. She is registered as a Specialist Practitioner (NMC) and is a Senior Teaching Fellow (SFHEA). She is also a co-director of the Centre for Coproduction in Mental Health and Social Care. Nicky has worked across a range of mental health services both in the UK and internationally supporting staff and practice development in acute and mental health trusts, councils, businesses and charities. She is active in supporting mental health and well-being with the RCN and Unite. She is an editorial board member for Mental Health Nursing, a member of MHNAUK and on the education and communication committees. Nicky engages with local trusts and with the RCPsych to support sexual safety in mental health services. She is also a trustee for West Hampstead Women's Centre and has a professional Twitter feed: @niadla . She has teaching and research interests in women's health, physical and mental health, co-production, social media and health education.

Sinead Mehigan

is the Head of the Adult, Child and Midwifery Department at Middlesex University and Senior Responsible Officer for the CapitalNurse Routes into Nursing workstream. She was also a programme leader for a year. Sinead’s Department runs pre- and postregistration programmes for adult, child and veterinary nurses, midwives and nursing associates. Her clinical background is in perioperative nursing. Over her career, Sinead has held positions in clinical practice, clinical commissioning and as an academic. Her academic interests include partnership working, leadership, anaesthetic and perioperative nursing, preceptorship, workforce development, nursing retention and supporting learners in practice. Her approaches to learning and teaching are based on using active blended learning approaches to help develop students’ abilities to use clinical reasoning skills in their practice settings.

Mariama Seray-Wurie

became a Registered Adult Nurse in 1989 and has been a Lecturer at the University of West London and a Senior Lecturer in adult nursing at Middlesex University since 2005. Her clinical background was in infectious diseases and haematology and she graduated with an MA in Learning and Teaching in Healthcare in 2005 and is a registered teacher with the NMC. Mariama’s teaching focus is mainly with preregistration nursing curriculum development and programme management as the Director of Programmes for adult nursing at Middlesex University, acute nursing care, clinical skills and simulated practice learning. She has presented at national and international conferences on student experiences.

This is the link that identifies all the partners for the iSPAD project https://​www.​um.​edu.​mt/​healthsciences/​nursing/​ispad/​home .

Kathy Wilson

is responsible for monitoring and enhancing practice learning for nursing and midwifery students, in line with professional and regulatory body requirements. In the past four years, Kathy has worked on a number of Health Education England funded projects related to mentorship, placement and practice assessment and is currently chair of the Pan London Practice Learning Group (PLPLG).

The current HEE funded project that Kathy is leading on is the STEP project, i.e., ‘Strenghtening Team-based Education in Practice’ which is a large collaborative research-based project focusing on enhancing the student experience to develop a more positive culture of learning in practice. A recent publication titled ‘Facilitating Learning in Practice’ (Morley, Wilson and Holbery, 2019) outlines the five themes of the STEP approach and provides recommendations for enhancing learning in practice, in line with the NMC standards for education published in 2018.

© Springer Nature Switzerland AG 2020

S. Cunningham (ed.)Dimensions on Nursing Teaching and Learning https://doi.org/10.1007/978-3-030-39767-8_1

1. Pedagogy for Nursing: Challenging Traditional Theories

Venetia Brown¹   and Sheila Cunningham¹  

(1)

Department of Adult, Child and Midwifery, School of Health and Education, Middlesex University, London, UK

Venetia Brown (Corresponding author)

Email: [e-mail]

Sheila Cunningham

Email: [e-mail]

Keywords

PedagogyAndragogyTransitionProfessional learning

1.1 Introduction: The Challenge of Learning to Be a Nurse

Health care in the twenty-first century demands nurses to be prepared to meet the needs of diverse patients, act as leaders, deliver safe, high quality patient care, work in a continuously challenging, unpredictable and pressured environment and respond to global health challenges (CoD 2016). To prepare nurses for this is no small endeavour for nurse educators. The challenge for nurse teachers then is to prepare nurses for this and the unknown and future pressures. In the United Kingdom (UK) the Nursing and Midwifery Council (NMC 2018) indicate in their future nurse proficiencies that nurses ought to be skilled practitioners, leaders and possess high level decision-making and cognitive skills. Yet do not identify a suitable pedagogical preparation to address this. In the USA, Benner (2012) advocates a radical transformation in thinking about learning and teaching in nursing moving from more technical-rationale approaches and broadening the attributes of nurses to include many of the aspects the UK (NMC) hold and advocate for additional preparation for nurses of the present and future. As nursing is mostly located within higher education institutions, the rapid evolution of nursing education has resulted in underpinning pedagogical principles that appear to be falling behind in place of technical rational content and skill requirements (Hughes and Quinn 2013; Horsfall et al. 2012; Mackintosh-Franklin 2016). This may be a feature of the traditional non-HE background of nursing education (Ironside 2006), the curriculum drivers for outcomes of competencies (Hughes and Quinn 2013), of massification (Carey 2012) or of limited focus on pedagogy generally (Horsfall et al. 2012).

Transition to university education can be difficult for nursing students (Price 2002). More significantly then arises the need to support nurses students through this. Jinks (1997) argues in early work that