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Embedding outcomes of research into Specific Learning Difficulties into future module delivery: An example from Nursing Jane Wray, Research Fellow, Jayne.

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Presentation on theme: "Embedding outcomes of research into Specific Learning Difficulties into future module delivery: An example from Nursing Jane Wray, Research Fellow, Jayne."— Presentation transcript:

1 Embedding outcomes of research into Specific Learning Difficulties into future module delivery: An example from Nursing Jane Wray, Research Fellow, Jayne Taghzouit, Student Support Lecturer, FHSC and Kerry Pace, Specialist Dyslexia Tutor, Disability Services

2 Todays session Change the way you think about Hull | 7 October 2009 | 2 An overview of a research project which screened an cohort of student nurses for Specific Learning Difficulties (SpLD) and monitored their progression Collaborative work between FHSC and DS to embed the recommendations for teaching and learning into the mainstream curriculum

3 Project Outline Change the way you think about Hull | 7 October 2009 | 3 Project took place Sept 07 - Dec 08 Funded: FHSC, University of Hull Student Support Services, HEA Health Sciences and Practice Mini-Project Funding, Yorkshire and Humber Strategic Health Authority Project Team: Jane Wray, Paula Harrison, Jo Aspland, Jayne Taghzouit, Kerry Pace and Helen Gibson

4 Method Change the way you think about Hull | 7 October 2009 | 4 A cohort of pre-registration nursing and midwifery were screened for specific learning difficulties (SpLD) using the Adult Dyslexia Check List (ADCL) All scores on the ADCL were recorded using 7 as a baseline All students scoring 7+ were invited to attend targeted study skills sessions (SSS) delivered by a Specific Learning Difficulties Tutor and the Student Support Lecturer (SSL) All students were encouraged to access additional testing and support through Disability Services to confirm the diagnosis

5 Method Change the way you think about Hull | 7 October 2009 | 5 Data was recorded on the number of students accessing the SSS and attendance patterns The progression of all students scoring 7+ was monitored and compared with a previous cohort Progression comparisons were also made within the cohort; those scoring 7+ who did access further support/SSS compared with those who did not Information was also collected on resource expenditure (in addition to the research costs) to ascertain the potential cost of mainstreaming the activity in future

6 Results: Screening Change the way you think about Hull | 7 October 2009 | students completed and returned the ADCL - a response rate of 98% (total cohort = 247) 28.5% (n=69) scored 7+ on the screening tool 34% of diploma students scored 7+ compared to 13% of degree students 22% of LD diploma scored 7+, and 39% of Child diploma

7 Results: Study Skills Change the way you think about Hull | 7 October 2009 | 7 Of the students who scored 7+ – 59% attended the first 3 sessions – 31.5% attended sessions 4-6 – Attendance during the placement period fell to 8% – Average of 4.4 students by semester 2 There was no cohesive pattern in relation to score and attendance records

8 Results: Accessing further support Change the way you think about Hull | 7 October 2009 | 8 38 students have accessed further assessment and support from Disability Services (55 % of those scoring 7+) – 6 students had previously been assessed – 32 students assessed for 1 st time – 17 formally identified at close of project (9 outstanding) – 6 students were found not to have a SpLD (8.6% of those scoring 7+) 45% (n=31) students have not accessed further support

9 Results: Identification and Assessment Change the way you think about Hull | 7 October 2009 | 9 Key contact pointsSept 06Sept 07 Average time registration to 1 st contact Average time from registration to DAST Average time DAST to PA716 Average time PA to AofN1322

10 Results: Progression Change the way you think about Hull | 7 October 2009 | 10 Sept 06Sept 07 Progressed into year 241% (n=7 of students identified with SpLD) 54% (n=37 of students scoring 7+) - 2 students awaiting re-assessment Intercalated29% (n=5)19% (n=13) Withdrew6% (n=1)10% (n=7) Failed23.5% (n=4)15% (n=10)

11 Comparison attended vs. did not attend study skills Change the way you think about Hull | 7 October 2009 | 11 Sessions Attended Progressed to Year 2 Progressed but with academic conditions to be met Discontinued for academic failure Inter-collated for academic reasons Inter -collated for non- academic reasons Withdrew from own choice 0 (n=19) 7 (37%) 4 (21%) 5 (26.2%) 2 (10.5%) 0 1 (5.3%) 1-5 (n=28) 9 (32%) 5 (18%) 4 (14.2%) 5 (17.8%) 2 (7%) 3 (11%) 6-10 (n=16) 8 (50%) 3 (18.8%) 2 (12.5%) 0 1 (6.2%) 2 (12.5%) 11+ (n=6)6 (100%)00000 General Cohort127 (58.3%)25 (11.5%) 22 (10%)23 (10.5%)5 (2.3%) 16 (7.3%)

12 And the cost? = £6, This cost is met if we retain 2 more students Change the way you think about Hull | 7 October 2009 | 12 The project team recommended that the most cost effective and successful measure would be to embed the specialist sessions into the an existing module to benefit all students

13 Preparing for embedding The Introduction to Nursing and Midwifery module was identified as the most appropriate module to deliver these sessions Preparatory discussions to inform the Dean and HoD to secure support Funding for embedding work supported by remaining research monies Meetings took place between the project team and the module team over summer 2009 Change the way you think about Hull | 7 October 2009 | 13

14 The sessions delivered included; Study skills – the Transition to Higher Education Learning techniques that can work for you Learning Through Reflection Personal & Professional Development Planning Essay Writing The Art of Referencing and Plagiarism Principles of Numeracy Inspiration and Text Help software Revision Techniques Change the way you think about Hull | 7 October 2009 | 14

15 And the challenges.... Size of cohort (n = 237) meant far less potential for student interactivity (with each other and the lecturers) and a lack of personalisation to individual need Time taken to revise module Availability of room to teach IT in an atmosphere conducive to learning Teaching in abstract as the students had yet to be either academically or clinically assessed Ensuring the sessions had a specific HE perspective to provide sense of development for those students who had undertaken preparatory study skills course before embarking on this one Change the way you think about Hull | 7 October 2009 | 15

16 And the initial (and anticipated) benefits.... For students; – Raising general awareness and understanding of SpLD – Immediate engagement with study skills and strategies – Speedier identification and access to DSA – Earlier engagement with service (rather than at crisis point) For staff; – Raising awareness and understanding of SpLD – FREE TIME! – Skill development – Introduction to alternative resources promoting students study skills Change the way you think about Hull | 7 October 2009 | 16

17 Feedback from module team I think the main impact, from my viewpoint, concerns the different questions a number of students have been able to ask as a result of these sessions. I have also noticed less s from students reflecting high levels of anxiety. In contrast I have received more s seeking permission in the use of approaches to the work. This indicates a more "can-do" empowering approach from students I think. I have been impressed with the draft essays I have read from this cohort, which could be due to the additional input. I was present at the numeracy session and this was very well received by the students. In discussion about the module in general terms with my personal students from this cohort, these sessions were well received. Change the way you think about Hull | 7 October 2009 | 17

18 Longer term plans Continuing embedding work – a briefing paper is before the FHSC management group As FHSC staff become more skilled the specialist input is reduced over time (sustainability) Develop resources that have applicability across the university and across subject areas Continue to collect progression data Change the way you think about Hull | 7 October 2009 | 18

19 And the rest of the university Challenge to establish a programme of work to make this available to all interested faculties This work has been driven by a strong commitment to inclusion within the faculty and also skilled staff with specialist expertise Need to agree funding (who pays?) Interprofessional teaching and learning.... A transferable model? Change the way you think about Hull | 7 October 2009 | 19

20 For further information The full project report is available on the HEA Health Sciences and Practice Website; ect/summaries/jwrayexecsum ect/summaries/jwrayexecsum For more information please contact either Kerry Pace in Disability Services or Jayne Taghzouit in the Change the way you think about Hull | 7 October 2009 | 20


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