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Veterinary Nursing courses at the RVC

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1 Veterinary Nursing courses at the RVC
Orpet & Welsh Course Directors

2 Content….. Background information about RVC VN Courses
Constructive alignment Assessment The dilemmas Future ideas

3 RVC VN Courses RVNs FdScVN BScVN DipVN Grad

4 Entry requirements Foundation degree BSc Degree Graduate Diploma
5 GCSE’s 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)] BSc Degree 5 GCSE’s 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 ] Graduate Diploma Qualified & RVN Working in clinical practice Pass bridging module (Contemporary Study Skills)

5 Framework for Higher Education Qualifications
National Qualifications Framework Framework for Higher Education Qualifications levels 8 D (doctoral) 7 M (masters) 6 H (honours) 5 I (intermediate) 4 C (certificate) 3 A levels 2 GCSE 1 Entry Taken from the Framework for Foundation Degrees in Animal Health & Welfare – Lantra 2005

6 What we expect of our students…

7 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. Foundation Degrees integrate academic and work-based learning through close collaboration between employers and programme providers. They build upon a long history of design and delivery of vocational qualifications in higher education, and are intended to equip learners with the skills and knowledge relevant to their employment, so satisfying the needs of employees and employers. Demonstrate knowledge and understanding of the professional, ethical and moral responsibilities of Veterinary Nurses; Demonstrate an extensive and integrated knowledge and understanding of veterinary nursing; Demonstrate critical understanding of veterinary nursing practice through applying a wide range of nursing skills; Solve practical work problems in an effective manner; Demonstrate an awareness of current issues relating to veterinary practice; Plan and manage their own work; Prepare for subsequent study at Bachelor of Science degree level.

8 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.

9 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

10 How on earth do we do this?

11 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 teacher’s 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)

12 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)

13 Examples of constructive alignment in our courses:
Intended learning outcome Teaching activity Assessment 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)

14 Constructive alignment
Intended Learning Outcomes Teaching & Learning Activities Assessment Activities

15 Example of not a constructively aligned activity...?
The RCVS Portfolio of practical skills except it didn’t !

16 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 1st yrs find DLs difficult

17 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 Eg case logs , portfolio

18 Overview of Assessment methods GDIP
Module Assessment Contemporary Study Skills Participation in discussion forum Report Essay Applied Clinical Nursing Reflective essay Open book exam (extended short answers) Problem Solving in Veterinary Physiology Extended Patient Care Report Unseen exam (EMQ & short answer) Professional Studies Critical incident essay Clinical elective modules (ECC, Medical, Surgical, Anaesthesia, Diagnostic Imaging 3 x Extended Patient Care Reports Unseen exam (MCQ & short answer) OSPVEs

19 How do we know if it’s 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

20 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

21 Overview of Assessment Methods (yr 1-3)
Module Assessment FdSc Assessment BSc Professional Development & Clinical skills 12 station OSPVE end of 1st yr and 2nd yr Completion of NPL and reflective blogs Clinical Nursing Practice I & II MCQ &SAQ exam Assignments (care plan & communication essay ) Assignments (care plan & communication essay & infection control review ) Veterinary Nursing Applied Science I & II Assignments (essay questions, case study) ECC & Anaesthesia Assignment (ECC patient care report) Diagnostic Techniques MCQ / SAQ exam Applied Nursing Care Assignment (patient care report) Assignment (patient care report & Professional development essay ) Professional Practice SAQ exam, Assignment (literature review) SAQ exam Assignment (literature review & welfare essay)

22 Overview of Assessment Methods BSc (yr4)
Module Assessment Professional Studies Critical incident essay Research Methods Project proposal & SAQ exam Elective modules – BSc: Management studies Pharmacology Pathology Teaching & Assessment Business proposal Assignment & exam Reflective portfolio & teaching activity Elective modules - GDip Literature review & ‘open book’ unseen exam Final year project Project (7,500 words)

23 Is it working? If the student engages with the work – usually whatever entry qualifications they come in with they find a way to succeed...

24 Any solutions?

25 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...!


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