An Innovative teaching tool for students is it Appropriate?

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Abstract

Background: Clinical supervision takes place once the newly qualified nurse is employed in clinical practice. However, often the variety and diversity of nursing jobs can result in a hit and miss delivery of supervision training. By introducing training uniformly at undergraduate stage a more seamless transition may occur (McColgan K, Rice C. 2012).

There is an increased interest in higher education in the use of online learning resources for students. As part completion of a DNP an App. for training students in clinical supervision was developed.

Aim: The creation of a clinical supervision training App. for use in undergraduate nursing.

Objectives:
•To develop a teaching tool that is up to date, current and easily accessible to students.
•To introduce supervision training for undergraduate nursing students
•To motivate the undergraduate nursing student to identify examples from their clinical experience to encourage change and promote professional development.

Approach:
Stage 1
In 2010/11 informal inquiries with senior nurses regarding the introduction of supervision training in undergraduate nursing
Stage 2
A review of UK supervision training.
Stage 3
Template production of teaching tool.
Stage 4
Collaboration with a computer technician to transfer multimedia outputs onto an App.
Stage 5
App. piloted with lecturers (n=4) and post registration students (n=20).
Stage 6
Minor alterations made to App. design template
Stage 7
App. included in an experimental study looking at online learning versus blended learning June 2013 (n=61, n=63)

Conclusion: A collaborative approach to the development of any educational programme is essential to ensure the success of the final teaching product (McCutcheon 2013). The end result is that this App. could be:
•Made available to nurses in the UK.
•Adapted to suit other healthcare professionals and students.
•Used as a prototype for other healthcare related subjects.

McColgan K., Rice C. (2012) An online training resource for clinical supervision. Nursing Standard, 26(24) 35-39.
McCutcheon K. (2013) Development of a multi-media book for clinical supervision training in an undergraduate nursing programme. Journal of Nursing Education and Practice, 3(5) 31-38.
Original languageEnglish
Publication statusPublished - 29 Jan 2014

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Teaching
Students
Nursing
Nursing Students
Nurses
Learning
Delivery of Health Care
Multimedia
Nursing Education
Education

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@conference{9277426ea2b547f6870660d72384165b,
title = "An Innovative teaching tool for students is it Appropriate?",
abstract = "Background: Clinical supervision takes place once the newly qualified nurse is employed in clinical practice. However, often the variety and diversity of nursing jobs can result in a hit and miss delivery of supervision training. By introducing training uniformly at undergraduate stage a more seamless transition may occur (McColgan K, Rice C. 2012).There is an increased interest in higher education in the use of online learning resources for students. As part completion of a DNP an App. for training students in clinical supervision was developed.Aim: The creation of a clinical supervision training App. for use in undergraduate nursing.Objectives:•To develop a teaching tool that is up to date, current and easily accessible to students. •To introduce supervision training for undergraduate nursing students •To motivate the undergraduate nursing student to identify examples from their clinical experience to encourage change and promote professional development.Approach:Stage 1In 2010/11 informal inquiries with senior nurses regarding the introduction of supervision training in undergraduate nursingStage 2A review of UK supervision training.Stage 3Template production of teaching tool. Stage 4Collaboration with a computer technician to transfer multimedia outputs onto an App.Stage 5App. piloted with lecturers (n=4) and post registration students (n=20).Stage 6Minor alterations made to App. design templateStage 7App. included in an experimental study looking at online learning versus blended learning June 2013 (n=61, n=63)Conclusion: A collaborative approach to the development of any educational programme is essential to ensure the success of the final teaching product (McCutcheon 2013). The end result is that this App. could be: •Made available to nurses in the UK.•Adapted to suit other healthcare professionals and students.•Used as a prototype for other healthcare related subjects. McColgan K., Rice C. (2012) An online training resource for clinical supervision. Nursing Standard, 26(24) 35-39. McCutcheon K. (2013) Development of a multi-media book for clinical supervision training in an undergraduate nursing programme. Journal of Nursing Education and Practice, 3(5) 31-38.",
author = "Karen McCutcheon",
year = "2014",
month = "1",
day = "29",
language = "English",

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An Innovative teaching tool for students is it Appropriate? / McCutcheon, Karen.

2014.

Research output: Contribution to conferencePaper

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N2 - Background: Clinical supervision takes place once the newly qualified nurse is employed in clinical practice. However, often the variety and diversity of nursing jobs can result in a hit and miss delivery of supervision training. By introducing training uniformly at undergraduate stage a more seamless transition may occur (McColgan K, Rice C. 2012).There is an increased interest in higher education in the use of online learning resources for students. As part completion of a DNP an App. for training students in clinical supervision was developed.Aim: The creation of a clinical supervision training App. for use in undergraduate nursing.Objectives:•To develop a teaching tool that is up to date, current and easily accessible to students. •To introduce supervision training for undergraduate nursing students •To motivate the undergraduate nursing student to identify examples from their clinical experience to encourage change and promote professional development.Approach:Stage 1In 2010/11 informal inquiries with senior nurses regarding the introduction of supervision training in undergraduate nursingStage 2A review of UK supervision training.Stage 3Template production of teaching tool. Stage 4Collaboration with a computer technician to transfer multimedia outputs onto an App.Stage 5App. piloted with lecturers (n=4) and post registration students (n=20).Stage 6Minor alterations made to App. design templateStage 7App. included in an experimental study looking at online learning versus blended learning June 2013 (n=61, n=63)Conclusion: A collaborative approach to the development of any educational programme is essential to ensure the success of the final teaching product (McCutcheon 2013). The end result is that this App. could be: •Made available to nurses in the UK.•Adapted to suit other healthcare professionals and students.•Used as a prototype for other healthcare related subjects. McColgan K., Rice C. (2012) An online training resource for clinical supervision. Nursing Standard, 26(24) 35-39. McCutcheon K. (2013) Development of a multi-media book for clinical supervision training in an undergraduate nursing programme. Journal of Nursing Education and Practice, 3(5) 31-38.

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