Today’s presentation  Background and context  Rationale  Aim and objectives  Design and method  Impact  Reflective commentary  Transferability

Background and context Two discrete Level 5 modules within BSc (Hons.) Pre-registration nursing programme:  NUR371 Interprofessional and Collaborative Working  Nur372 Promoting Health and Wellbeing Benefits of office sharing – how and why could we, as module co-ordinators, do things better to facilitate student engagement in active learning?

Rationale  Nursing care interventions - provided within the context of interdisciplinary, inter-professional and interagency teams  Teamwork and the concept of team development is a pre-requisite for effective health promotion achievements (Tzenalis et al. 2010)  Provision of high quality healthcare is dependent on effective team working (Haggarty 2012 )  Failures in team working have major adverse implications for patient safety and outcomes (Francis 2013, McClean 2014).

Aim and objectives Aim: To implement an integrated learning strategy to maximise student engagement in active and meaningful learning, and evaluate the learning strategy by investigating the effectiveness of the experiential intervention on nursing students’ perceptions about team working. Objectives  To utilise an expert and independent adjudication panel to judge the quality of group posters and health promotion resources;  To conduct a student survey to ascertain their perspectives about the integrated learning and teaching strategy;  To make recommendations to inform education, research and practice. 

Design and method  Student led teams – each team to create a poster (NUR371) to support the development of a health promotion resource (NUR372);  Weekly team development workshops (facilitated/ not facilitated) – ground rules, role and responsibilities, reaching agreement, maximising strengths, managing discord, keeping on top;  Student Conference, 9 June, 2015, Great Hall, Magee, attended by students, School of Nursing colleagues, North & West Regional College lecturers, PSNI representatives, Mrs Frances Sanderson, British Red Cross;  Evaluation – expert independent adjudication panel, and online student survey.

Impact  Panel commented on diversity of innovative approaches utilised in the development of the posters and health promotion resources, strong evidence of collaborative engagement with service users and agencies, and high quality research endeavour;  Example of ongoing progress: Creation of Farm Secure App. Collaborative input from HSENI Continued collaboration with local business and organisations Launch and promotion

The module teams for NUR371 Interprofessional and Collaborative Working, and NUR372 Promoting Health and Wellbeing integrated their coursework strategies this year. Do you consider that this was a good idea? A.Yes B.No C.Don’t Know Online student survey (n=130) 79% response rate Impact – student survey

Do you think that your health promotion resource has the potential to be implemented into practice for the benefit of the selected target group? A.Yes B.No C.Don’t Know

Are you proud to have been part of the team that has developed the health promotion resource? A.Yes B.No C.Don’t Know

Did the poster and health promotion resource development workshops help you to develop your understanding of team working? A.Yes B.No C.Don’t Know

Do you consider that you played a significant role in the development of your group’s poster? A.Yes B.No C.Don’t Know

From your experience, do you consider that students should take full responsibility for the monitoring of attendance at the poster/health promotion resource development workshops? A.Yes B.No C.Don’t Know

Are you proud of the poster that your group has developed? A.Yes B.No C.Don’t Know

Was the poster/health promotion resource exhibition a positive learning experience? A.Yes B.No C.Don’t Know

Would you like the School of Nursing to provide more opportunities for students to share their thoughts and innovative ideas with lecturers and researchers? A.Yes B.No C.Don’t Know

Reflective commentary  BSc (Hons.) pre-registration nursing student education is dependent on teamwork, as is the quality of health promotion initiatives and healthcare delivery;  Module teams for NUR371 and NUR372 are endeavouring to role model exemplary teamwork practice in our engagement with each other and with students;  Our learning and teaching strategy is affording us and our students, opportunities to excel and generate pride in shared endeavours.

Transferability  The integrated learning strategy across the two modules of study has produced measurable and positive outcomes that clearly indicate the benefits of integrating learning and teaching strategies and effective team working;  Processes used will be of interest to all involved and interested in Higher Education learning, teaching, assessment, leadership, team and self-development, and pedagogic research.

Continuing work - Research Aim: to investigate the effectiveness of the experiential intervention on nursing students’ perceptions about team working. Objectives  To measure, the perceptions of nursing students towards team working during the 3 rd and 9 th weeks of the module, and compare scores.

References Francis, R. (2013) The Mid Staffordshire NHS Foundation Trust Public Enquiry. London: The Stationary Office. Haggarty, J.L. (2012) Editorial: Ordering the chaos for patients with multimorbidity - Building continuity of care takes work but earns trust. British Medical Journal 345:e5915 doi: /bmj.e os.pdf (Accessed 15 January 2016). McLean (2014) The Vale of Leven Hospital Inquiry Report. APS Group Scotland. Tzenalis, A. and Sotiriadou, C. (2010) Health promotion as multi- professional and multi-disciplinary work. International Journal of Caring Sciences 3(2): 49 – 55.