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
Impact – student survey
Online student survey (n=130) 79% response rate
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?
69%
A. Yes
B. No
C. Don’t Know
29%
on
’t
Kn
ow
D
o
N
Ye
s
2%
Do you think that your health promotion resource has the
potential to be implemented into practice for the benefit of
the selected target group?
94%
A. Yes
B. No
C. Don’t Know
2%
Do
n’
tK
no
w
No
Ye
s
5%
Are you proud to have been part of the team that has
developed the health promotion resource?
89%
A. Yes
B. No
C. Don’t Know
10%
Do
n’
tK
no
w
No
Ye
s
2%
Did the poster and health promotion resource development
workshops help you to develop your understanding of team
working?
74%
A. Yes
B. No
C. Don’t Know
26%
Do
n’
tK
no
w
No
Ye
s
0%
Do you consider that you played a significant role in the
development of your group’s poster?
69%
A. Yes
B. No
C. Don’t Know
27%
Do
n’
tK
no
w
No
Ye
s
4%
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?
70%
A. Yes
B. No
C. Don’t Know
28%
Do
n’
tK
no
w
No
Ye
s
2%
Are you proud of the poster that your group has
developed?
90%
A. Yes
B. No
C. Don’t Know
2%
Do
n’
tK
no
w
No
Ye
s
7%
Was the poster/health promotion resource exhibition a
positive learning experience?
69%
A. Yes
B. No
C. Don’t Know
29%
Do
n’
tK
no
w
No
Ye
s
2%
Would you like the School of Nursing to provide more
opportunities for students to share their thoughts and
innovative ideas with lecturers and researchers?
61%
A. Yes
B. No
C. Don’t Know
28%
Do
n’
tK
no
w
No
Ye
s
10%
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 3rd and 9th 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:
10.1136/bmj.e5915
http://www.bgs.org.uk/pdf_cms/reference/bmj_multimorbidity_cha
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 multiprofessional and multi-disciplinary work. International Journal of
Caring Sciences 3(2): 49 – 55.