International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Presentation Transition from FE to HE via an Extended Practice Learning Module University of the West of Scotland School of Nursing and Midwifery Audrey Cund Louise Johnston Fiona Lundie Carol Dickie

Scotland’s largest School of Health, Nursing & Midwifery Over 5000 full and part-time students Campuses in Ayr, Dumfries, Hamilton and Paisley 5 Health Board areas

UWS Articulation & EPLE Journey Articulation not new concept Educational priority – funding council Progression and Articulation – Variation in approaches across HEI’s – Bespoke connector module from FE to 2 nd yr HEI – Mapped against HNC and HE undergraduate programme

Practice Learning Experience Module (PLE) 20 points at SCQF level 7 Students selected by UWS within HNC year Individual profile completed Aims to aid transition socially, academically and professionally Runs over the summer months Includes study days, simulated practice and practice hours Study days included a Maternity Care Day, a Mental Health Day, a Paediatric Day and Personal Development Days Students completed a portfolio of evidence over the module

Research study Qualitative research study Focus groups (n=3) – To describe the students experience of mentor support and skill utilisation in practice. – Examine the students’ adjustment and integration into year two of the BSc Adult and Mental Health nursing programme. University of the West of Scotland Ethics Committee approval granted

Data Collection and Analysis Focus group technique Digital recording Content thematic analysis

Themes: Four themes identified Support Knowledge Confidence Preparation

Themes

Theme 1: knowledge Academic “ one of the most useful bits was pointers on how to write essays and things like that to bring us up to the same level as second years” (P5) “ I felt I was quite immature in my writing… but I feel I have got there now” (P4) “ I really struggled with the SWOT analysis …but then I was then able to do it with a bit of help. It made me think ok maybe I can go forward and achieve this. That was the first small building block” (P4 and 5) Clinical “ it gave me a chance to go in grab as much experience as I could” (P1) “gaining the skills in practicing that was good” (clinical knowledge)(P2)

Theme 2: Preparation Academic “it was made very clear that there was a difference and a higher expectation of your academic work” (p5) [the module] was just that stepping stone between college and university (P1) Generic preparation “We were prepared to get to grips were different classes were and the layout of the uni- how to get to one end of the uni from the other without getting lost” (P1) Clinical “More time on drug administration and injections would have been good” (P3) “By the end of the placement I felt confident in providing basic care and completing documentation” (P3)

Theme 3: Confidence Clinical “ getting more confidence and being able to just get on with the job on placement, just knowing what to do….standing back enough to let me do it but obviously still supervising and stepping in with things that obviously I couldn’t do.” (P1) “ there was an air of being taken more seriously and your opinions. I remember in one of my first morning reports being asked for my opinion (P5) Self-efficacy “just saying to yourself well actually I am capable of doing this, more so than trying to prove to anybody else”. (p2) “having the summer module gives you confidence to think Yes! I can do that…I don’t think I could have gone straight to 2 nd year, it would have been too daunting” (P2)

Theme 4: Support Academic “I felt you were all approachable and we could ask questions and had the opportunity to ask questions and get the support I needed” (P1). The one to one academic support I had was informative and the advise she gave was really good and really helped me (P3) I went to see effective learning and found they helped me keep on track (P4) Peer “…there was another student on [placement] with me. I can’t thank this student enough I still occasionally see her around. She was also a first year but I would have taken her for a staff nurse she was absolutely fantastic and helped me settle in so quickly…” (P5) “peer support is really, really important …”(P5) “ I know students aren’t a priority but I felt really lost and peer support if I could say anything about it there should be more!” (P5)

Mentor support “I had two mentors, a core mentor and another mentor. Although my mentor was lovely it came across like she didn’t have time she just could not be bothered with someone who at that time did not know a lot and that came across…however, my core mentor was absolutely amazing and any criticism was always constructive and that is what I appreciated”. (P5) “ I felt a larger part of the team because of the time I was there.my mentor was really fabulous, she showed me so much. I was really happy being there, I learnt a lot... It was a positive experience. (P4) “My actual mentor commented “ I don’t know if you will be able to do this if you have skipped first year” (P3)

Conclusion Transition Not a linear process Multiple points of transition – FE to HE – Summer module- clinical placement – Module – year 2 – new class Factors that empower students – Knowledge – Preparation – Peer/mentor support Partnership working

Future Continued and Future Research Developments include: – New and existing student follow up – Mentors – NHS and College Partners Annual mapping event of HNC/Undergraduate nursing programme Student support and experience

SCHOOL OF HEALTH, NURSING & MIDWIFERY Transition from FE to HE via an Extended Practice Learning Module Audrey Cund Louise Johnston Fiona Lundie Carol Dickie Transition from FE to HE via an Extended