Presentation on theme: "Veterinary Nursing courses at the RVC Orpet & Welsh Course Directors."— Presentation transcript:
Veterinary Nursing courses at the RVC Orpet & Welsh Course Directors
Content….. Background information about RVC VN Courses Constructive alignment Assessment The dilemmas Future ideas
RVC VN Courses RVNs FdScVN BScVN Grad DipVN
Entry requirements BSc Degree 5 GCSEs including English language, Maths and a Science grade C and above 160 UCAS tariff points (80 A2 science) [2 A levels grade C or above. One should be a science subject ] Foundation degree 5 GCSEs including English language, Maths and a Science grade C and above 80 UCAS tariff points (40 points at A2 science) An A level pass or equivalent level of study (NDipAnimal Management)] Graduate Diploma Qualified & RVN Working in clinical practice Pass bridging module (Contemporary Study Skills)
National Qualifications Framework Framework for Higher Education Qualifications levels 8D (doctoral) 7M (masters) 6H (honours) 5I (intermediate) 4C (certificate) 3A levels 2GCSE 1 Entry Taken from the Framework for Foundation Degrees in Animal Health & Welfare – Lantra 2005 Framework for Higher Education Qualifications
What we expect of our students…
Foundation VN Degree At the end of the Foundation Degree programme the student is expected to have : developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. learned to evaluate the appropriateness of different approaches to solving problems. attained the practical skills enabling them to perform effectively in their chosen field.
BSc (Hons) VN Degree At the end of the BSc(Hons) Degree programme the student is expected to have: developed an understanding of a complex body of knowledge, developed analytical techniques and problem-solving skills that can be applied in many types of employment. evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances. attained the practical skills enabling them to perform effectively in their chosen field.
Graduate Diploma in Professional and Clinical Veterinary Nursing We want and expect our Graduate Diploma students to be able to: Provide creative and innovative solutions to nursing care, using an appropriate evidence-base Communicate with colleagues in a professional manner and be able to engage in conversation (online, written or face to face) on matters relating to professionalisation of veterinary nursing Perfect advanced clinical and technical skills Write for publication – help create VN body of knowledge and evidence base
How on earth do we do this?
Constructive Alignment …Is an approach to curriculum design that optimizes the conditions for quality learning. (Biggs 2003)...If the students are to learn desired outcomes in a reasonably effective manner then the teachers fundamental task is to get the students to engage in learning activities that are likely to result in the students achieving those outcomes. (Shuell 1986: 429 cited in Biggs 2003)
So how can we engage the students? the assessment is the curriculum as far as the students are concerned. Ramsden (1992) So the whole trick of the constructively aligned curriculum approach is to make sure that assessment activities stimulate students to learn and achieve the desired learning outcomes. (Biggs, 2003)
Examples of constructive alignment in our courses: Intended learning outcome Teaching activityAssessment activity Communicate with peers/colleagues in professional manner Topic questions set in Professional Studies module discussion forum Active participation in discussion forum (50% of overall module mark) Reflect on care given to patient and provide some evidence based recommendations Applying theory provided during Clinical Nursing Practice module during clinical placement Write a Patient Care Report (50% of overall module mark)
Example of not a constructively aligned activity...? The RCVS Portfolio of practical skills except it didnt !
Learning and Teaching Activities We try to design our LTAs to develop our students to become independent learners and thus promote deeper learning... through the learning activities (writing assignments and research for the discussion board) I have learnt and thought more about nursing patients than ever before... level 6 student But we have to design these activities to help the student build upon their skills to be able to engage in the activities... instructions sometimes vague, can be unclear on what I need to do.. level 4 student
Learning and Teaching Activities.. or assessment activities? Formative and summative assessments ideally are learning tools;....help the students assimilate and apply the information / theory....directs and promotes their learning....allows students to practice....to receive feedback on their progress
Overview of Assessment methods GDIP ModuleAssessment Contemporary Study SkillsParticipation in discussion forum Report Essay Applied Clinical NursingReflective essay Open book exam (extended short answers) Problem Solving in Veterinary Physiology Extended Patient Care Report Unseen exam (EMQ & short answer) Professional StudiesParticipation in discussion forum Critical incident essay Clinical elective modules (ECC, Medical, Surgical, Anaesthesia, Diagnostic Imaging 3 x Extended Patient Care Reports Unseen exam (MCQ & short answer) OSPVEs
How do we know if its working? I think the way the module and assessment are structured is very clever as all of the teaching materials over the weeks build towards the assessment really well. Thank you very much for all the hard work that has obviously gone into this module GDip Intake 2010 I think that the way the case scenarios have been devised in order to direct us through what we need to cover is very clever and made the physiology seem really relevant. I also think all of the formative assessments have been particularly useful and enhanced my learning of the course materials. GDip Intake 2010 I have really enjoyed the big essay (EPCR). It has made me think hard about my selected topic and I feel I have increased the knowledge I already have. GDip Intake 2010
Is it working? Four Grad Dip essays have been published in new peer reviewed VN journal Seven past and present GDip students have published in one of the three VN journals Other GDip work been accepted for future publication
Overview of Assessment Methods (yr 1-3) ModuleAssessment FdScAssessment BSc Professional Development & Clinical skills 12 station OSPVE end of 1 st yr and 2 nd yr Completion of NPL and reflective blogs 12 station OSPVE end of 1 st yr and 2 nd yr Completion of NPL and reflective blogs Clinical Nursing Practice I & II MCQ &SAQ exam Assignments (care plan & communication essay ) MCQ &SAQ exam Assignments (care plan & communication essay & infection control review ) Veterinary Nursing Applied Science I & II MCQ &SAQ exam Assignments (essay questions, case study) MCQ &SAQ exam Assignments (essay questions, case study) ECC & Anaesthesia MCQ &SAQ exam Assignment (ECC patient care report) MCQ &SAQ exam Assignment (ECC patient care report) Diagnostic Techniques MCQ / SAQ exam Applied Nursing Care MCQ &SAQ exam Assignment (patient care report) MCQ &SAQ exam Assignment (patient care report & Professional development essay ) Professional Practice SAQ exam, Assignment ( literature review) SAQ exam Assignment (literature review & welfare essay)
Overview of Assessment Methods BSc (yr4) ModuleAssessment Professional StudiesCritical incident essay Research MethodsProject proposal & SAQ exam Elective modules – BSc: Management studies Pharmacology Pathology Teaching & Assessment Business proposal Assignment & exam Reflective portfolio & teaching activity Elective modules - GDipLiterature review & open book unseen exam Final year projectProject (7,500 words)
Is it working? If the student engages with the work – usually whatever entry qualifications they come in with they find a way to succeed...
What now? Assessment methods for FdSc and BSc How to differentiate between the two Better methods which constructively align the course (open book, blogs, discussion forum, peer assessment etc.) Methods to ultimately enhance the student experience...!