Tag Archives: poster

2012 Please – see ME!

Melanie Levick-Parkin

There is evidence in student experience research that students value the feeling of being treated and seen (by teaching staff) as an individual, not just a number. This desire/ expectation is confounded by the fact that as consumers we are moving from an era of mass communication to a time of (expecting) targeted, data selective and social media driven communication. 

This feeling of the personal can be difficult to achieve on a programme with large and expanding student numbers.

  • What sytems are in place, which hinder or help in providing this experience?
  • What is the pedagogic value in striving for it and do we understand the potential impact it can have on fulfilling the students learning potential and distance they can travel. 

The poster will be a three colour portrait graphic design on plain stock, using typography pictorially in order to communicate the intended meaning. There will be body copy set in a smaller area of the main print in order to further explain the issue depicted.

Presentation:  EN55 Virtual meeting and tutorial Spaces

(EN55) 14.00

2012 To INSPIRE: increasing intrapreneurial skills through pedagogy increases innovation, retention and employability

Heidi Probst, Angela Eddy, David Eddy, J Cumming and N Jones

In 2007 the UK National Radiotherapy Advisory Group report[1] to ministers indicated a dramatic revision of workforce provision was needed in order to meet the objectives of the NHS cancer plan. Intrapreneurship (an individual intention or drive to innovate within an organization[2]) is relevant to these roles but the development of skills for enterprising activity is rarely attended to in health care training.

The aim of this study was to develop an intrapreneurial enhanced pedagogy for oncology practitioners studying at Master level.

Method

Stage 1 involved a qualitative investigation of identified intrapreneurs working within Radiation Therapy to identify the factors that contributed to their intrapreneurial development. Grounded Theory methodology was used and seven individual interviews were undertaken with data saturation occurring at interview 5. Sampling was purposive and interview data was enhanced by a review of the literature on intrapreneurial education. Member-checking, peer de-briefing and reflexivity were used to enhance trustworthiness and authenticity of the data.
Four key concepts were identified from the interviews; self- efficacy, intrapreneurial strategies, intrapreneurial learning, and organisational emphasis on intrapreneurialism.

A review of the literature complemented this data collection stage resulting in a theoretical model of the path to intrapreneurialism in Radiation Therapists; this formed the basis of an online pedagogy for a PG module on breast cancer radiotherapy to enhance intrapreneurial skills and improve services to patients.
Conclusions
Integrating innovation into specialist health modules is possible using the intrapreneurial pedagogy developed. However, it is not without challenges and an acceptance that not all students will benefit from this approach or see the need or relevance for intrapreneurial activity. 

This presentation will allow delegates to consider the benefits and challenges of using an intrapreneurial pedagogy through the experience of this small research project. Sharing some of the unexpected student outcomes will highlight the benefits of this pedagogical approach.

 
Reference List

  (1)   National Radiotherapy Advisory Group. Radiotherapy: developing a world class service for England (Report to Ministers).  2007.
  (2)   Amo B, Kolvereid L. ORGANIZATIONAL STRATEGY, INDIVIDUAL PERSONALITY AND INNOVATION BEHAVIOR. Journal of Enterprising Culture 2005 Mar;13(1):7-19.

(FU31) 14.00

2012 Teaching students about ethnicity and disability: how SimMan saved the world of practice education

Alex McClimens, Robin Lewis and Jacqui Brewster

With faculty funding we have been delivering the Elvis Project[1]. Over the past 12 months we have been working with local partners to develop a blended approach to learning for our students on the combined Learning Disability/Social Work degree programme.

This involves 

  • theory and concepts delivered in standard classroom settings 
  • the use of Blackboard to present background information to develop a narrative about a ‘virtual’ client/patient 
  • clinical lab work with SimMan 

Our client/patient is called Ahmed and he has multiple and profound learning disability. He is of Pakistani/Kashmiri origin and his family live in Rotherham. With the information we receive from our partners in Rotherham we provide the students with enough raw information to construct packages of care devised to fit imagined scenarios. We supplement these with clinical sessions with SimMan where students get hands on experience of managing care situations. 

The poster highlights some of the thinking behind the project. For more detail visit

The Anatomy Lesson of Dr Nicolaes Tulp: What can it teach us today? Journal of Intellectual Disabilities March 2012 16: 17-27, 2012 doi:10.1177/1744629512438037  

[1] Enhanced Learning – Virtual Improvised Scenarios

(EN24) 14.00

 

2012 Information skills target the job market

Claire Abson, Jo Dobson, Emma Finney and Deborah Harrop

This poster will address one important aspect of the ‘futures’ conference theme and is aimed at academic staff, support staff and external customers.  Studying for a degree develops a student’s understanding and knowledge of their subject, but it is the underlying skills they acquire that make them an attractive employee. 

The information seeking and research skills they develop are part and parcel of these very marketable graduate attributes but often they are not explicit, and staff outside LIS are not always clear on the work we undertake with students that is crucial in developing these skills.  The poster will highlight the skills we focus on, how we structure our teaching to develop them and how they fit into the attributes that professional bodies and prospective employers are looking for. 

We will use feedback from the conference, which we will gather in a variety of ways, to develop the poster to re-use with academic and support staff via faculty events and other forums.  For example, we would use a QR code to link to feedback questions via Google docs.  We will also envisage using the final version with students/prospective students/their parents, e.g. at Open Days, through contact with other SLS colleagues in the Careers Service.

(FU20) 14.00