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Scenario Focussed Learning

Scenario Focussed Learning . Empowering Students to take control of their Learning Barry Hurst , Anitra Malin , Susan Hopkins , Anita Maestri-Banks , Nick Medforth . Why this Approach?.

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Scenario Focussed Learning

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  1. Scenario Focussed Learning Empowering Students to take control of their Learning Barry Hurst , Anitra Malin , Susan Hopkins , Anita Maestri-Banks , Nick Medforth

  2. Why this Approach? • When we met with students in the early stages of the curriculum planning process for our new BSC Nursing Programme they told us thatthey really didn’t feel that large lectures helped their learning and that they preferred an approach where small groups were used. • This raised questions about how we could meet the students’ demands as well as work with the limited resources available

  3. As a result this new programme has been developed on the basis that much of the content that would be normally be delivered by large lecture becomes available electronically and that there is a much greater focus of guided and structured self directed learning. • This means that the use of small groups (approx. 20-25) will be an important teaching and learning approach.

  4. What are we trying to achieve? • meet student demands for a more personalised approach to learning • encourage collaborative approach to learning and teaching • increase academic staff contact with students • allow a developmental approach so the content of each module and year of the programme is integrated and built upon • encourage students to work together and collectively take responsibility for their learning

  5. enhance life-long learning skills and a more critical approach to professional practice and learning • give credit for contribution to discussion and presentation in class • link theory to practice and encourage learners to take a more holistic view of the service users with whom they come into contact • encourage students to prepare for class by reading set materials

  6. encourage students to seek out relevant and appropriate material to support their learning • enable students to practice articulating their ideas and supporting their views • enable students to develop essential team working and respect for each other as learners • facilitate students’ ability to take responsibility for making a personal contribution to the learning process • enable students to reflect on assessment criteria and own and group performance in relation to this

  7. How does it work? • Scenario Focused learning takes place on the students’ study days once they go into practice. • The whole group is divided up into small groups of 20-25 for the day. • 4 days over 4 weeks that pull together reading, scenario-focused learning, and the other theory module content being delivered at that time. This will continually provide links and cohesion across the modules and the students’ learning.

  8. Brooksea

  9. Enable students to understand and compare fictional town health profile with the profile in their own local area • Explore determinants of health and illness • Identify current public health priorities • Explore how key factors such as poverty and social deprivation may impact on the health and well being of individuals, families and communities

  10. Carlisle Street – meet some of the residents

  11. Scenario in a day • Students meet a different family each session ; scenarios constructed to ensure a diverse range of individuals and families are represented • Family represents a range of health challenges and circumstances relevant to the different fields of nursing (Adult , Child and Mental Health) • Students gain biographical and health information about the different family members. In smaller sub-groups discuss their initial view of the health and well-being issues and how their pre-reading helps inform their understanding

  12. Whole group prioritises the issues and challenges for the whole family • Go off in small sub-groups for an hour to search for further information to inform their understanding of the range of issues identified • On return each small sub-group shares their findings with the whole group. Tutor checks understanding and provides guidance where there are possible gaps or misunderstandings

  13. Students are then given additional information about the family scenario , bringing in new issues , escalating problems or new challenges • Whole group prioritises the new issues and challenges for the whole family • Small sub-groups identify an individual family member to focus on. After lunch spend approximately 2 hours to search for further information to inform their understanding of the range of issues identified.

  14. Small sub-groups develop presentations on flip chart or power point • Explain their assessment of nursing priorities and interventions for their allocated family member to the whole group • Discuss the range of professionals and services who might contribute to the care and support of the person involved • Share and discuss the information sources and evidence which have supported their learning • Each member of the sub-group must actively participate

  15. Assessment • Assessment will be via 2 pieces of work: • 60% of module mark derived from a cumulative Portfolio of marks from Peer and Tutor – Assessed Presentations • (one on each of the Scenarios equating to 15% of the overall module mark) • 40% of module mark derived from a Written Case Study based on one of the Scenarios.

  16. Scenario Assessment Criteria • All students given a collective mark based on detailed criteria in the following areas: • Evidence based decision making • Professional values • Communication & team-working • Nursing practice • Sciences underpinning nursing • Marks discussed and compared with students self-assessment ; summative and formative feedback given

  17. Some challenges we have overcome … • New way of working for students • New way of working for some colleagues • Student absence • Student expectation and acceptance of collective mark • Student recognition of appropriate sources of literature • Limited time in the day – potential gaps in knowledge • Classroom allocation to buildings with no access to computers or library facilities for academic searching

  18. What students say about the approach • recognise that the experience helped them to participate and valued the opportunity to contribute and learn from each other • found the learning more interesting than Power-point presentations and felt engaged throughout • felt they could clearly recognise how this kind of learning would help them in practice/ the workplace • helped them make sense of how the theoretical elements  Nursing Process could be used in a real-life context

  19. could see the value of working across fields and the contribution each made (overall learning and service provision) • found the researching elements of the learning process interesting • didn’t feel overburdened, but would like an indication of reading topics well before study days so that they could put in the amount of effort required • felt they would benefit from more time to do the planning activities related to part two of the scenarios • enabled them to think about individuals and families more holistically, and within the context of their lives and communities

  20. Any questions?

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