Chapter 1. Pedagogy for nursing: challenging traditional theories
Sheila Cunningham, Venetia Brown
This chapter will trace the evolution from traditional pedagogic approaches used within nursing to the more contemporary pedagogies of coaching and critical pedagogy The Nursing and Midwifery Council (NMC) offer no specific pedagogical guidance yet have an expectation of what a nurse is, thinks and does. The Tuning project also address the issue of nurse preparation to unify nursing across Europe and the future post Brexit (if known).
The nature of knowledge means that the transmission of knowledge can no longer linear from educator to student, but may be circuitous and non-logical. Student centred learning approaches have also been regarded as a preparation for ongoing lifelong learning (Chambers et al., 2013) and of development of analytical, skilled and resilient practitioners. This chapter addresses the issues and practices around creating the practitioner of the 2st century
Chapter 2. Learning in partnership
Sinead Mehigan
This chapter outlines the need for robust academic-practice partnerships required to deliver high quality, effective education programmes for nurses and midwives in the UK. A number of roles currently exist to support learning in practice with the mentor primarily taking responsibility. All roles, whether clinical educator, mentor or link lecturer, have been shown to be problematic for a number of reasons including workloads, competing demands and lack of clarity on expectations (Carnwell et al 2007, Carr 2008; Barrett, 2007). Since the NMC standards for proficiency (NMC 2018) removed mentorship as necessary for students’ support in clinical practice, there is a potential vacuum for student support in practice (Morley, Wilson and McDermott 2017). A myriad of support structures can be adopted including: interdisciplinary working and support, peer support as well as the roles identified above. The chapter will include a case study which will demonstrate the application to practice. An analysis of current roles, the potential benefits and challenges of new roles proposed by the draft NMC standards for proficiency (NMC 2017) and recommendations to support new ways of working will be explored in this chapter.
Chapter 3. Clinical learning environments
Sheila Cunningham
The limited capacity of clinical placements has resulted in exploration of newer and varied opportunities for clinical experiential learning for students. The use of placements overseas through exchange schemes highlights the issue of benchmarks for quality assurance of placements for learning. This chapter will explore a the findings form an EU funded project which focusses on compiling benchmark standards for European placements and the development for a measuring tool for prospective assurance for clinical learning environments. The issue of what comprises a quality learning environment and how this can be measured and supported will also be addressed.
Chapter 4. Supervising, supporting learning and coaching
Nora Cooper, Kathy Wilson, Pam Hodges
This chapter will outline a Health Education England funded project entitled: STEP: Strengthening Team-based Education in Practice. This is a large collaborative project involving a number of London HEIs and practice partners who came together to explore ways in which
practice learning could be enhanced. The project identified five key themes which formed the basis of a multi-method research project and the findings have informed a range of resources that can be used to support the ever-changing landscape of contemporary
practice learning.
Chapter 5. Inclusive learning
Sheila Cunningham, Nicky Lambert
This chapter will address the range of learning issues within nurse learners. The argument for inclusive approaches resonates in the literature and revolves around model of need rather than empowering. Nursing students come to learning with a range of prior experiences and perception of learning for professional practice and of their own abilities. This chapter will address the finding s of a research project which explored nursing and midwifery students preparedness and readiness to learn and transition to higher education in year 1. It also raised the question of their expectations of professional programmes and how as lecturers we can develop strategies to address this.
Chapter 6. Innovative approaches to nurse teaching and learning
Mariama Seray-Wurie, Clare Hawker, Sarah Chitongo
