http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/42 HE - Subjects allied to Medicine http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16049 Prescribing Pyramid Workshop Kimberley Tordoff This workshop aims to appraise the use of the prescribing pyrmaid in relation to non medical prescribing decisions. Mon, 30 Jan 2012 16:48:18 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16048 Antibiotics Workshop Jacqui Williams The aim of this session is to provide a basic introduction to the prescribing of antibiotics as part of the independent and supplementary prescribing programme. It is aimed to provide an overview of the use of antibiotics, with emphasis on the safe use of these agents, and considering the underlying principles of choice, ethics, accountability and the consideration of antibiotic resistance. It is aimed for students for practitioners with basic knowledge and/or experience in this area of practice. Mon, 30 Jan 2012 16:15:43 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16047 All About Prescriptions Workshop Karen Ford Jacqui Williams This workshop will facilitate interprofessional groups to review a number of completed 'mock' prescriptions to identify what is wrong with them. Additionally the groups will discuss the issues that each mock prescription raises. The groups will also identify issues that this raises for interprofessional working. Mon, 30 Jan 2012 15:49:33 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16046 (Graduate) Introduction to Team Working and Collaborative Practice (Student Version) Elizabeth Anderson These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care. Mon, 30 Jan 2012 13:09:45 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16045 (Graduate) Introduction to Team Working and Collaborative Practice (Facilitator Version) Elizabeth Anderson These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care. Mon, 30 Jan 2012 13:08:21 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16044 Introduction to Team Working and Collaborative Practice (Student Version) Elizabeth Anderson These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care. Fri, 27 Jan 2012 16:53:25 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16043 Introduction to Team Working and Collaborative Practice (Facilitator Version) Elizabeth Anderson These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care. Fri, 27 Jan 2012 16:35:47 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16021 Learning Inter-Professionally (LIP) 1 Ali Ewing Gary Denby This module encompasses lecturer and student activities for class room led group activities. These introduce students to group working, their different health and social care professionas and briefly to inter-professional education. Fri, 27 Jan 2012 09:31:32 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16011 Patient Safety Awareness Elizabeth Anderson Chris Hebbes You could use these materials in one or two day workshops according to space in the curriculum to develop a reflective approach to practice which prioritises safety. Tue, 17 Jan 2012 17:08:15 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16010 Clinical Management Plans Workshop Karen Ford Kimberley Tordoff This workshop provides the opportunity for interprofessional groups to choose a case study appropriate to their own area of practice and complete a clinical management plan for a long term condition that requires monitoring e.g. depression, hypertension, asthma, congestive obstructive Pulmonary Disease (COPD), diabetes etc. Wed, 04 Jan 2012 12:52:28 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16009 External Influences on Prescribing Workshop Karen Ford Neena Lakhani This workshop explores what influences prescribers can be subjected to in their day to day practice. It will offer opportunities for the practitioners to critically assess these influences and reflect on how to deal with them in a professional manner. Wed, 04 Jan 2012 12:31:21 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16008 Continuing Professional Development (CPD) for Prescribing Karen Ford Jacqui Williams To consider how you will keep your knowledge and skills for Independent and Supplementary Prescribing up-to-date. One key area is to build up your own evidence base resources from a variety of sources to reflect your CPD activities as a Prescriber. Wed, 21 Dec 2011 09:49:07 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16007 Concordance Workshop Karen Ford Jacqui Williams Non compliance with prescribed medications in long term conditions results between a third and half of medicines not being taken as directed in the UK (NICE, 2009). Medication reviews and prescribing opportunities are key times to improve patient compliance through a concordant approach. Wed, 21 Dec 2011 09:29:49 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16005 Facilitating Interprofessional Learning in the Workplace Ali Ewing This module is part of a programme designed for those interested in supporting and developing learning in the workplace. It is also pertinent for those who wish to promote good quality in professional standards through sound education and assessment. Inter-professional learning is a key principle in this course since we believe it enhances collaborative working and so promotes quality learning in the workplace. The modules will be of interest to those who facilitate and assess higher levels of practice education and are involved in developing quality practice through formal learning at work. Tue, 13 Dec 2011 13:23:36 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/16003 Listening Interprofessional (IPE) Workshop Elizabeth Anderson For over 10 years, in Leicestershire, Northamptonshire and Rutland, we have enabled students to come together for interprofessional learning (IPE), that is, learning with from and about each other to improve care. We have developed teaching which is centred on service users following CAIPE principles. Working in partnership with users and carers we designed new IPE opportunity to improve student communication skills. We aimed to work alongside users and carers throughout the learning event, involving them in giving feedback to students and in sharing the students’ key learning points. Fri, 09 Dec 2011 14:32:48 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15982 Mental Health Inter Professional (IPE) Event Jacqui Williams A 2 day event where the learner will all be immersed in generating a care plan for a service user with mental health difficulties. Thu, 13 Oct 2011 10:38:32 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15909 The Leicester Model of Interprofessional Education Elizabeth Anderson To develop the knowledge, skills and attitudes of learners, to formulate effective interprofessional patient-centred health and social care. Wed, 14 Sep 2011 10:47:43 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15906 Parenting and Disability Jacqui Williams Neena Lakhani Bernie Gregory It appears that the need for disabled parents to access information and equipment to help fulfil their role as parents is not being met. Parents with disabilities experience similar concerns of all women embarking on motherhood but their additional concerns are not always acknowledged by health care professionals. This learning package includes materials which enables students and facilitators to learn about the needs of parents with disabilities. The target audience is learners who are involved in maternity care and the early weeks of parenthood. Tue, 13 Sep 2011 15:27:59 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15905 Dementia Awareness (Unit 1) Jacqui Williams Chris Knifton Neena Lakhani The e-tivities in this learning unit will examine your current knowledge about dementia and your understanding of the term. It is the first learning unit in the dementia series, It is particularly useful for those with no prior knowledge of dementia, and provides core underpinning knowledge and understanding to the other dementia units. Tue, 13 Sep 2011 11:55:30 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15899 Learning to Teach Inclusively OER Videos in Pharmacy University of Wolverhampton At the University of Wolverhampton under the Open Educational Resources Programme, jointly supported by JISC and the HEA, we are developing a multi-media open access module for HE staff - Learning to Teach Inclusively. As part of the project we are sharing series of video clips. This series of video clips was selected from a session with a highly diverse group of Pharmacy students. The aim of the session was to develop the students’ professional skills and vocational identities. The focus was on inter-personal skills. The teacher begins by outlining the aims and learning outcomes of the session. The students were then asked to work in small groups to create an image of an ideal pharmacist and to label that image with the skills and qualities s/he would need in order to practice in a variety of settings with a diverse client group. Each group was then asked to present their poster of their ideal pharmacist to the other groups. In order to coordinate interaction and inter group learning, the teacher asked for two people from each group to explain their group poster to each of the the other groups in turn. Meanwhile the remaining group members would move from group to group comparing and contrasting the ideal pharmacist posters and discussing the skills they felt they should have. They then returned to their original groups to compare notes. The time allowed for each group to visit their peers’ groups was limited to 90 second. This time limit was imposed in order that the student pharmacists could practice the art of being concise, clear and caring under a pressure of time as is often the case in pharmacy practice. In the plenary part of the session, the students highlight the skills of working with people from different backgrounds and dealing with the public and being sensitive to their different needs. The clips show how the teacher gives feedback and interacts with large and small groups. They also illustrate principles of inclusive teaching, in particular, ways of ‘harnessing students’ knowledge and experience’ and ‘coordinating interaction between diverse groups’. However, the clips also show areas for improvement. For example, the teacher’s choice of words ‘this is my favourite group’ could have been interpreted as favouritism and potentially exclusive. Such examples are not only authentic, they trigger discussion and self reflection. By scrutinising others’ practice we can reflect on our own approaches and identify areas for improvement. Following this session the teacher reviewed the video of the whole session and reflected on what he and the students had learned. Clips from this reflective interview help us understand the ways in which this teacher attempted to include and engage his highly diverse student groups. It also highlights some of the benefits and challenges of working with large and diverse groups. Project web-site – www.wlv.ac.uk/teachinclusively e-mail: oer@wlv.ac.uk Videos are in .mp4 format (H.264 compression) and are playable with most media players. If you have any problems with the playback we recommend free open source VLC media player – www.videolan.org or all of our published videos can be viewed online on www.vimeo.com/oer/video s in your browser. Please contact us if you need any help oer@wlv.ac.uk , or fill in Problem Report form - https://docs.google.com/spreadsheet/viewform?formkey=dEg4a1h6T0ZzenRkVnlIcW1iYXpadHc6MQ Thu, 01 Sep 2011 10:11:40 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15843 Psychology Stats University of Derby Two Flash interactions showing correlation and a histogram Wed, 24 Aug 2011 11:25:17 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15799 Diabetes interprofessional education (IPE) e-learning course Jacqui Williams Neena Lakhani This course explores how interprofessional working can enable students to learn together and understand the central place of people who have diabetes as well as how this might impact on their families. Mon, 22 Aug 2011 12:27:06 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15762 Stroke interprofessional education (IPE) e-learning course Jacqui Williams Neena Lakhani This course explores how interprofessional working can enhance the care of a patient who has suffered a stroke. It will enable students to learn together and understand the central place of patients and their carers. Mon, 15 Aug 2011 12:48:13 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15627 Team Objective Skills Clinical Examination (TOSCE) Jacqui Williams Neena Lakhani The workshop is delivered in the third year of the midwifery programme as part of the preparation for qualifying as a registered midwife and commencing qualified practice. Prior to the event the students have had uniprofessional theoretical input and individual practice at the emergency skills in a clinical skills laboratory. Some students may have already had first hand experience of the emergency scenario in practice with their mentor. Fri, 05 Aug 2011 08:21:55 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15586 Internet for pharmacy Robert Abbott Internet for pharmacy is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Mon, 25 Jul 2011 12:52:58 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15583 Internet for nursing Loraine Wojciechowicz Internet for nursing is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Mon, 25 Jul 2011 10:25:28 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15580 Internet for midwifery Elinor Clark Internet for midwifery is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Mon, 25 Jul 2011 10:07:08 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15560 Internet for health and social care Claire Craig Internet for health and social care is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Thu, 21 Jul 2011 14:40:58 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15558 Internet for health and safety Nicola Harrison Internet for health and safety is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Thu, 21 Jul 2011 14:38:32 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15555 Internet for food safety Peter Hoare Internet for food safety is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Thu, 21 Jul 2011 14:34:26 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15530 Internet for allied health Loraine Wojciechowicz Laurian Williamson Internet for allied health is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk Wed, 20 Jul 2011 15:23:04 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15341 Public Health and Manchester: a Mini-Module Frank C. Manista The two documents are part of a mini-module focusing on public health in Manchester, with a comparison to developing parts of the world. A considerable portion of it is based on a lecture by Dr. David Regan, Director of Public Health, NHS Manchester. He has given his expressed permission that this material may be openly used. The recorded lecture is not publicly available; however, a typed transcript of it is also included in the package. Tue, 28 Jun 2011 11:06:07 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15337 A guide to school policy for young people with sickle cell and thalassaemia Professor Simon Dyson De Montfort University A booklet produced by Professor Simon Dyson at De Montfort University providing a practical guide for schools and other educational institutions for supporting young people with sickle cell and thalassaemia. A "MUST HAVE" resource for everyone involved in education. Resource produced as part of the SCOOTER Project (http://www.sicklecellanaemia.org) Wed, 22 Jun 2011 12:38:22 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15336 Educational Experiences of Young People with Sickle Cell Professor Simon Dyson De Montfort University A series of lectures by Professor Simon Dyson at De Montfort University discussing the educational experiences of young people with sickle cell and thalassaemia in the UK. These OER are available in a number of formats on the SCOOTER Project website (http://www.sicklecellanaemia.org) Wed, 22 Jun 2011 12:28:31 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15335 Sickle Cell and Thalassaemia Resources Professor Simon Dyson De Montfort University A series of lectures by Professor Simon Dyson at De Montfort University discussing the social consequences of ante-natal screening for sickle cell and thalassaemia, targeted on the basis of ethnic and family origins. These OER are available in a number of formats on the SCOOTER Project website (http://www.sicklecellanaemia.org) Wed, 22 Jun 2011 12:14:59 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15238 Using concept mapping as a pedagogical approach to understanding core theories in mental health nursing  Margaret Conlon Concept mapping is a member of the family of information mapping. The creation of a concept map is a process in which learners consider a set of key ideas through an external visualisation to construct new knowledge and understanding (All et al 2007). Within the body of knowledge that is representative of mental health, there are core theories that are as Meyer and Land (2003) would describe as ‘troublesome’ as they conflict with all that is previously known. These new ideas become transformational and old ways of understanding are no longer a pivotal reference point. The aim of this teaching activity was to support students to develop understanding of a concept central to mental health through the use of concept mapping. A demonstration of constructing a concept map was given to second year students using the software package Conception. Students were shown how relationships could be made between key theoretical concepts through the use of prepositions. The computer package also demonstrated the way in which a primary concept could be deconstructed into a number of secondary concepts. The students then worked in small groups of four to six and were supplied with key words and a selection of prepositions. They were then asked to create their own concept map and encouraged to support the map with key literature sources, either through hyperlinks or through references. Feedback was then given to the whole class to create wider discussion. Fri, 10 Jun 2011 15:00:10 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15200 Student Led Reflection Sessions  Janet Smith Daphne Loads Throughout their three-year diploma/degree programme, learning disability nursing students at Edinburgh Napier University experience various models of reflection, starting with a simple model and then gradually building their reflective skills before being introduced to a more complex model. In years one and two, Gibbs’ (1988) model was utilised. The new experience: Our aim in year three was to create an environment of support and structure that would, in preparation for employment, enable the students to exercise their facilitation skills, as well as encourage critical thinking and deeper learning through reflective dialogue. The rationale for introducing ‘peer facilitation’ in year three was therefore to: -Support the transition to a more professional context; in other words, prepare the students for the time in the near future when they would be required to facilitate reflection with their peers, their own students and others. - Consolidate skills already learned in practice and in university. - Engage students in active learning – that is, by learning, thinking, doing and reflecting. The reflective model used for the third year was Johns’ (1995) 10th version of Carper’s ways of knowing. This was the students’ first experience of leading a session with their peers as a facilitator and of presenting their reflective account of their experiences in practice to a peer. Some preparation was given at the start of the trimester to allow the students time to understand the new model being presented and what was expected of them. It was hoped that students would use their prior knowledge and experience to explore new ideas, consolidate their understanding and then develop their knowledge further (Cowan 1998). The first session was used to set the ground rules and negotiate who would be presenting and who would be facilitating each week for the whole of the trimester (15 weeks), ensuring that each student had an equal opportunity to do both. The tutors supported this learning experience by initially modelling facilitation and presenting a reflective account, and by providing timely, constructive feedback throughout the sessions. Fri, 10 Jun 2011 14:55:57 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15190 How to build an online portfolio Martin Gaughan A screen recording showing students how to build an online portfolio – this is an outline of what is required from a portfolio and the different types of evidence needed to fulfil the requirements of the assessment. Fri, 10 Jun 2011 14:54:54 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15189 Enhancing the PDT role in the Child Health Nursing Programme  Kev Head Jackie Johnston The Personal Development Portfolio (PDP) was first introduced with Child Health Nursing students in October 2006. It involves regular, individual meetings between students and Personal Development Tutor (PDT) at least once per trimester. Students bring their reflections on the previous trimester’s learning for discussion and an Action Plan is developed jointly for the trimester ahead. There has been a framework developed with supporting documentation for completion by the student before each meeting. Implementation of a PDT system means that the student’s PDT will help them to make the most of their student experience and journey based on the University’s Student Entitlement Model. The development of the PDP aligns with the University Academic Strategy: “To develop confident employable graduates. We will promote a sense of belonging underpinned by effective support and recognition of effort and will place the student experience at the heart of everything we do”. Elements of the PDP development link closely to QAA‟s Graduates for the 21st Century Enhancement Theme. An evaluation was undertaken with students and staff following the first three years of operation. Fri, 10 Jun 2011 14:54:48 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15187 Embedding Elluminate live into learning and support – experience from an international programme  Gordon Hill Lynn Kilbride Elluminate Live is utilised in a Clinical Research programme run by the School of Nursing, Midwifery and Social Care. This programme is delivered to a multinational group of students from as far afield as Argentina, USA, Europe, Middle and Far East and Australia. The use of this package has greatly encouraged continued communication with staff and other students. Use of package: After an initial face-to-face component students return home and utilise Web CT to access further learning material and communicate with staff and other students. To further enhance communication and also to augment the teaching materials (e.g. for ‘live’ discussions, or for additional PowerPoint presentations) Elluminate Live sessions are used. These sessions allow students to discuss coursework, disseminate useful resources, overcome access difficulties, explore context rich scenarios, provide feedback and, importantly for such a diverse group, maintain a feeling of collegiality. This package has also been used for recording a ‘mock’ interview assessment with a student in Australia. The recording was then internally moderated by staff in the School and sent to the External examiner to view. Fri, 10 Jun 2011 14:54:31 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15178 Teaching and assessing compassionate care in pre-registration nurse education Liz Adamson Belinda Dewar Ria Tocher Background Compassionate care is considered to be fundamental to nursing practice (Scottish Executive Health Department 2006; Scottish Government Health Department 2007).Therefore embedding relationship-centred compassionate nursing practice within the nursing and midwifery programme at Edinburgh Napier University is a priority of The Leadership in Compassionate Care Programme (LCCP). The programme is a joint venture between Edinburgh Napier and NHS Lothian and is using action research to take forward developments in education and practice. Part of this has involved gathering patient, relative, staff and student stories which have provided valuable insight into their experiences. Key themes emerged from both the stories and other observational data gathered within practice, and these themes were used to reshape teaching and assessment within a module that uses simulation to teach recognition of acute illness and deterioration, so that compassionate caring attributes were made more explicit and assessed What we did We invited a range of participants, including lecturers, senior nurses in compassionate care, students and charge nurses to participate in an action meeting that would explore key compassionate elements that needed to be integrated into the module. The participants reflected on what matters to patients and families in the acute admission to hospital, key elements that nurses need to consider, and how care provision during this acute time can be not only safe and effective, but also compassionate. We examined this in the context of the teaching and assessment materials already in use for this module including patient scenarios. We then took steps to make compassionate care explicit within the online teaching materials. Selected patient, relative, staff and student stories that linked with the online topics of study were released for students on a dedicated module podcast site, and quotations taken from the stories were embedded within the units of study. Both of these activities were used to encourage reflection around aspects of compassionate care. The students were encouraged to consider the meaning of compassionate care, what matters to patients and relatives and how they can use this knowledge to influence their caring practice. Aspects of compassionate care were also made more explicit within the practical teaching. One way that this was achieved was through working with actor patients, who questioned students on what they were doing. For example when students placed a probe on the actors finger with no explanation, or when the students used medical jargon, the actors asked the students what they were doing and what they meant. They also provided cues for the students through for example, what they were wearing, in order to encourage the students to “make a connection” with their patient (one of the key themes that emerged from the LCCP). Aspects of compassionate care were also included in both the practical and written assessments. Fri, 10 Jun 2011 14:53:32 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15177 Enhancing student confidence through simulation  Liz Adamson Fiona Smith Research indicates that newly registered nurses may be knowledgeable and skilled, but lack confidence in their new role (Roberts & Johnson 2009). In their recent Standards for Pre-registration Nurse Education, the NMC (2010) state that registered nurses should be equipped to lead, delegate, supervise, and challenge their colleagues within practice, and all of this requires confidence. Recognising Acute Illness and Deterioration is a level 9 option module offered to BN nursing student. It uses a blended approach, where underpinning theory is delivered by WebCT, and the students then participate in scenario-based simulated patient assessment using manikins and actor patients. This enables the students to contextualise theoretical and research-based knowledge amassed via WebCT within ‘near life’ simulations. Theory is released in a staged manner and the simulation events reflect the content of the unit of study released in the weeks prior to participation in the simulation. Lecturers also participate in the simulation, with the students playing the part of the doctor or anxious relative, and facilitate reflective practice during a debrief session that follows, where the students are encouraged to identify what they did well and areas for development. Peer review is encouraged throughout the module and is used within the debrief sessions. There are two components to the assessment, a practical assessment, where the students demonstrate their skills and provide a rationale for their actions, and a written examination. Students have access to the practical assessment criteria and have the opportunity to participate in a peer reviewed (and lecturer facilitated), formative assessment in week 12 using the summative assessment criteria. Fri, 10 Jun 2011 14:53:25 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15169 Using podcasts to enhance teaching - research linkages  Karen Strickland  A podcasting site was developed to complement the module content for the Research and Evidence Based Practice module within the SNMSC. The module is accessed by undergraduate pre- and post- registration nursing students as well as undergraduates from allied health professions. It is delivered using a blended learning approach using WebCT as the platform for the online content. The aim of the podcasts was to promote research teaching linkages, which is one of the enhancements themes (SHEEC 2010a). Podcasting had been used successfully within the University in other modules and programmes as well as the Edinburgh Napier Podcasting Project, and recent pedagogical research also suggested it was a useful technology to promote active engagement in learning (Vogt et al. 2010). The aim was to provide students with access to staff within the University who were active researchers but had limited contact with undergraduate nursing students as guest speakers. Some staff have conducted research which is influencing the way in which nurses and other health and social care practitioners are practicing in Scotland; we therefore wanted to bridge the gap between research and practice by interviewing the researchers and delivering this via podcast in the module. Key research active staff were invited to be interviewed or provide a narrative about their research studies for the module and a series of five podcasts were made. These were made available through links to the podcasting host service at appropriate times within the module content in WebCT. Fri, 10 Jun 2011 14:52:30 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15131 Learning Inter-Professionally (LIP) 2 Ali Ewing Gary Denby LIP stands for Learning Inter-Professionally. This OER is presented as an on-line module for strand 2 students, some of whom may be on community placement. However, it can also be repurposed and presented face-to-face as small group work in a classroom environment. It encourages interaction between contrasting health and social care students, as they consider a complex case study with multiple social and health care requirements. Mon, 06 Jun 2011 11:00:04 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14942 SONET learning object repository fred riley All released learning objects from SONET Tue, 19 Apr 2011 14:36:58 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14941 Levels of Measurement To understand the different levels of measurement and the arithmetic operations that can be performed on them Tue, 19 Apr 2011 14:24:24 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14940 Levels of Measurement: what you can and can't do arithmetically An explanation of the statistical operations that can be performed on the different levels of measurement. Tue, 19 Apr 2011 14:24:23 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14939 Understanding First Pass Metabolism Description of first pass metabolism of orally-administered drugs in the liver and gastrointestinal tract Tue, 19 Apr 2011 14:24:22 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14937 Half-life of drugs To understand the half-life of drugs and its relationship with volume of distribution and clearance. Tue, 19 Apr 2011 14:24:21 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14938 Exploring the synapse Describe the events during the transmission of an impulse across a synapse Tue, 19 Apr 2011 14:24:21 GMT