Organisation, School and course policy and strategy

Activity Ten 

How do your ideas and strategies for flexible learning fit with your organisation?

The Otago Polytechnic institutional vision (in red).

To inspire capability: 

Nursing is a vocation.  Staff teach collaboratively in papers and across years of the BN programme.  Modules (topics) if clinical papers are designed so that students have appropriate theoretical knowledge and instruction before entering a clinical skill practice area.  While they are on a clinical placement, their work is supervised by a RN preceptor who has been trained to oversee the work of a student nurse.  The student’s knowledge development is facilitated by School of Nursing staff meeting weekly regularly with the student and preceptor.

My course:

·         The majority of the learning outcomes of my course relate to the development of oral, and to a lesser extent written communication skills.  We have a course textbook which describes the basics of therapeutic communication skills for health professionals.  It contains a number of classroom activities and case studies that can be used to explore the kind of communication skills that a nurse might use in situations, such as working with a young child who is afraid of being left alone in hospital. 

·         Much of the face-to-face tutorial time and activities are designed to practice communication skills in a safe learning environment.  I use case studies and scenarios from the textbook that have been designed to develop critical thinking and communication skills.  I organise student into small groups (3 or 4) so that they can read the case study and answer the associated questions.  Answers are pooled and reported back to the class.  Different approaches are presented and we discuss different aspects of communication in the feedback.  Positive feedback is given for participating. 

·         Sometimes I use role plays.  Students are paired up and given a communication activity to perform. This might involve interviewing one another about their own health status.  The emphasis is on essential skills such as giving consent when providing personal information, and about keeping the information confidential.    

To build capability:

Nurses are definitely ‘work ready’.  By the end of the degree programme each student will have completed a minimum of 1160 supervised clinical hour’s work in a variety of healthcare settings.  A new graduate has a large portfolio of evidence of competency to do the job!

·         My course is part of the first year nursing programme.  It is a theory paper with an applied communication focus.  The communication skills learned and developed over this and subsequent years are an integral part of the degree programme.  Communication skill and the ability to apply theory to a wide range of nursing situations in part of the life long learning of a nurse.

To be a learner centered organisation:  

Flexible pathways to entry are provided. A formal selection process for the three year Bachelor of Nursing (BN) degree programme is held at the end of each year.  This year 110 students were selected from 300 applicants. (The number is restricted to 110 due to the limited number of clinical placements in the Otago region). The majority of students enter the BN programme at the end of their secondary schooling

The BN entry requirements are a minimum of 14 NCEA level 3 credits in science.  Entry can also be gained by the successful completion of the Certificate in Health Sciences programme run by Otago Polytechnic.  Graduates from other disciplines may receive a cross credit for equivalent papers in the BN degree programme.

There is also a pre-entry numeracy and literacy test.  Students must declare their health and immunization status.  Criminal convictions must also be reported.

During the degree programme, some students may opt to study part-time and take longer to complete their degree.  Blended delivery offers a variety of learner centered options (e.g., access to written resources, video, quizzes, etc. by way of Moodle).

·         My course uses a blended learning approach.  Technology is used as the repository of reading material and learning activities.  Students have the opportunity to practice skills face to face in tutorials.  Other work can be completed in the student’s own time and place via Moodle.  I am always available by email to answer student queries.

To act with integrity and be guided by respect for people, environment, Kai Tahu:

The degree programme begins with a week-long Treaty of Waitangi course.  During this week students become familiar with the cultural safety requirements of nursing and learn about the history of and colonization of Aotearoa.  Through this discussion and learner engagement, we are able to gain a deeper understanding of the structural determinants of contemporary Maori health issues.

·         In my course we use the Treaty of Waitangi principles of participation, protection and partnership to guide our learning.  We talk about different cultural beliefs and how we can honour and respect others in our nursing practice.  I have students from different cultural backgrounds and we discuss their experiences and include it in our learning.  For example, a student explained how she massaged her baby with mustard seed oil to soothe him when he was unsettled.  She described the importance of therapeutic effect of massage and touch in India.  A Maori student explained the importance of her pounamu stone necklace (and why it should never be removed) to the class.