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S.P.A.C.E. (Skills Practice and Clinical Enhancement) Augmenting clinical skills opportunities for undergraduate healthcare students Wendy Parkinson Community.

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Presentation on theme: "S.P.A.C.E. (Skills Practice and Clinical Enhancement) Augmenting clinical skills opportunities for undergraduate healthcare students Wendy Parkinson Community."— Presentation transcript:

1 S.P.A.C.E. (Skills Practice and Clinical Enhancement) Augmenting clinical skills opportunities for undergraduate healthcare students Wendy Parkinson Community Staff Nurse, Walsall Healthcare NHSTrust, (Alumni, Birmingham City University) Lindsay Yardley Senior Lecturer, Skills, Simulation & Learning Birmingham City University

2 Background: national & local perspectives Success & Retention Attrition Clinical skills failure Failing to fail Lack of opportunity to practice Consistency in skills teaching

3 S.P.A.C.E. Skills Practice & Clinical Enhancement add photograph of room

4 SPACE equipment

5 Clinical Skills Procedures

6 Virtual Learning Objects UrinalysisOxygen Administration Blood Transfusion

7 S.P.A.C.E. moodle page Clinical skills procedures Virtual resources Video Demonstrations National resources Discussion forum Feedback opportunities

8 Student experience StrengthsLimitations Safe environment to learnAccessibility; SPACE times do not always match student timetable Can learn at own paceCrowded if full Good foundation for pre- placement preparation Shared equipment Clear & user friendly skills procedures Self directed learning not always valued by students AccessibleIs it a way of saving money? Relaxed environmentIs it realistic enough? Replicates realitySPACE has outgrown its space!

9 Student comments “ Having the rationale column was really useful to link theory to practice and to my learning. I thought I already knew how to do some of these skills and I obviously didn’t.”

10 Student comments “S.P.A.C.E. gave us extra time to practice what we are not having the opportunity to practice on clinical placement….the wards are sometimes too busy to accommodate learning.”

11 Student comments “ I realised that I do not practice enough when on placement…sometime s on placement certain skills don’t get used e.g. manual blood pressure, SPACE gave me an opportunity to practice these skills and to keep myself up to date”

12 Staff experiences Underestimation of the support required by students Expectations of students Effective use of staff time Consistency in teaching approaches Oust & address myths!

13 Recent Developments Midwifery Operating Department Practitioners OSCE’s Peer feedback

14 Future ideas Student S.P.A.C.E. Ambassador Scheme Increase variety of skills on offer Further the range of video demonstrations/virtual learning resources Increase availability Local resources

15 Contribution & Recognition With much appreciation and gratitude to: Students and staff at the Faculty of Health, Birmingham City University. Staff in the Department of Skills & Simulation Pat Berridge & Cathy Liddle, fellow co-ordinators of S.P.A.C.E activities at BCU.

16 References: Biggs (2003) Teaching for Quality Learning at University. 2nd Ed. United Kingdom: Open University Press. Duffy (2004) Freeman, R and Yardley, L (2007). Transition to university life: Report on the first year Dip He and BSc Nursing Induction Questionnaire. Birmingham City University: Faculty of Health (unpublished) National Audit Office (2001) Educating and Training the Future Healthcare Professional Workforce for England. London: The Stationary Office. National Audit Office (2007). Staying the course: The retention of students in higher education. London: The Stationary Office.

17 Contact Details: Lindsay Yardley & Wendy Parkinson C/O Birmingham City University Faculty of Health School of Professional Practice Department of Skills & Simulation City South Campus 488 Seacole Building Westbourne Road Birmingham B15 3TN Tel: Wendy Parkinson via


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