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Evaluating Erasmus: learning from the student experience of placement in Europe

Evaluating Erasmus: learning from the student experience of placement in Europe. Clive Warn Senior Lecturer, Erasmus Lead, UWE Clive.Warn@uwe.ac.uk. (what is) Erasmus: context. Bologna Process Internationalisation EU student and staff mobility Funding support Formal agreement.

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Evaluating Erasmus: learning from the student experience of placement in Europe

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  1. Evaluating Erasmus: learning from the student experience of placement in Europe Clive Warn Senior Lecturer, Erasmus Lead, UWE Clive.Warn@uwe.ac.uk

  2. (what is) Erasmus: context • Bologna Process • Internationalisation • EU student and staff mobility • Funding support • Formal agreement • Organisational culture: investment and mindset • Nursing exchange low in UK HE

  3. UWE context • 2 partner Universities (nursing) • Practice focus: 10 week formative placement, 12-16 week exchange • Total immersion; ‘active rather than passive experience’ • Selection criteria and process (AN, CN, MH) • Preparation essential (previous cohort, travel, orientation, support) • Personal objectives and practice competencies

  4. Student Mobility 2007-2009 Note: 2 cohorts per year

  5. The experience abroad • Some choice of placement • Challenge with documentation • English language • Mentor, student buddy, family • CRB, insurance, MRSA, hours in practice • EILC

  6. The evaluation: process • n=22 • 4-6 weeks after return • Focus groups, written reflective accounts, and presentation: ‘what was your experience as a student nurse on erasmus?’ • Themes emerging; • Practice of nursing • Self and professional development • Cultural learning and consciousness

  7. The evaluation: Practice of Nursing • ‘Same but different’: roles, relationships, possibilities, perspective • Same issues, different solutions: service improvement • Loss of comfort leading to new realities (change) • Challenged norms/realities e.g., dignity, infection control • Communication beyond boundaries, honed assessment • Competency driven initially leading to sense of liberation

  8. The evaluation: Self and Professional Development • Inseparable • Isolated but motivated by the experience • Driven by desire to ‘fit in’, high self expectation • Proving, self-managing, achievement, overcoming, self-belief • Assertion and confidence skills • Realisation, knowing, consolidation of knowledge and skill • Adapting, flexibility, relaxed outlook (freedom to learn)

  9. The evaluation: Cultural Learning and Consciousness • Fitting in, sense of belonging • Need for peer support, making sense, familiarity (hub) • Being immersed • Living in a different country/environment • Understanding difference: practice, people, interactions, climate, leading to lived cultural sensitivity • Experiencing disjuncture • Growing a ‘third eye’

  10. Discussion • Overwhelmingly positive experience • Selling it • Perceived employability • Capitalises on motivated individuals (students & staff) • Enhanced objectivity • Huge untapped development opportunity • Finance • Preparation: networks, language, culture • Organisational commitment • Embed in curriculum

  11. Recommendations • UK network of coordinators • Staff mobility and collaborative work • Evaluation post-qualifying • Increase activity • Integrate further into curriculum

  12. Resources • http://ec.europa.eu/education/index_en.htm European Commission, Education and Training • http://www.britishcouncil.org/erasmus.htm • Cowan, R.B. (2007) An appraisal of European exchange programmes for nursing students. Nursing Standard. 21, 22, 40-47. • Green, B.F., Johansson, I., Rosser, M., Tengnah, C., & Segrott, J. (2008) Studying abroad: A multiple case study of nursing students’ international experiences. Nurse Education Today. 28, 981-992.

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