Student ID: 1268131
PROF531B – 16B
Tertiary Teaching: Research and Development
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Student ID: 1268131
Overview of Teaching
Prior to beginning my journey as a tertiary educator, I was a registered nurse
specialising in critical care nursing. I began teaching students in higher education at
Waikato Institute of Technology (Wintec) specialising in Nursing from 2009 - 2011.
After taking maternity leave, I took on the role of Nurse Educator in the Critical Care
Department at Waikato Hospital (2011-2013). I then returned to higher education
teaching in 2014 in the Centre for Health and Social Practice (CHASP) at Wintec.
While there, I have spent time being a clinical tutor for semester two nursing
students supporting them during their first clinical placement. In 2015 I became an
Academic Liaison Nurse (ALN) in the newly created Dedicated Education Unit (DEU)
within the Older Persons Rehabilitation Service (OPRS) at Waikato Hospital. This
role has involved supporting a number of nursing students at differing levels of their
training, including semester three and four nursing students, Enrolled nursing
students and Integrated Practice students in their final clinical placement prior to
sitting their State licencing exam. The student body within the Bachelor of Nursing
and Bachelor of Enrolled Nursing programmes is diverse, both in terms of ethnicity
and age.
2015 - Present
Academic Liaison Nurse, Dedicated Education Unit
2013 - 2014
Casual Staff Member, Centre for Health, Wintec
2011 - 2013
Nurse Educator, Critical Care, Waikato DHB
2009 - 2011
Academic Staff Member, Centre for Health, Wintec
2005 - 2009
Registered Nurse - Critical Care, Waikato DHB
Teaching Philosophy
My teaching philosophy has been largely influenced by constructivist ideas in
particular Wenger and Lave’s Community of Practice theory (1998) and also by
Race’s Ripples on a Pond Model of Learning (1998, 2005). In the following I will
briefly discuss these influences in relation to my teaching practice.
In my teaching contexts I have gradually evolved an approach to teaching and
learning that draws primarily on constructivist theory. Constructivism is a theory of
knowing that explores how people generate knowledge and meaning. Constructivist
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Student ID: 1268131
theory reasons that knowledge and meaning is produced from an interaction
between a students’ experiences and their ideas (Rhodes & Bellamy, 1999). This
theory is well suited to my practice because it supports the notion that the instructor
should play the role of facilitator rather than teacher. I feel this suits my teaching
style as I aim to support student learning by creating an environment that allows the
learner to arrive at their own conclusions rather than being given answers (Rhodes &
Bellamy, 1999). I also support my students to play an active role in their own
learning by using a tutorial style that involves presenting clinical scenarios and
allowing the students to work together to gain an understanding of the situation and
to make a diagnosis based on their knowledge. Another aspect of constructivist
theory that I feel suits my teaching style is the assumption that learners bring with
them their own pre-existing knowledge which they use to assimilate the newly gained
knowledge within. I utilize this concept in my tutorials where I often ask students to
present their ideas and then use these ideas as the basis for further discussion,
scaffolding their existing knowledge with the newly acquired knowledge.
My work is further informed by the concept of Community of Practice (CoP) as
developed by Wenger and Lave (1998). Wenger (2006) summarises CoP as “…
groups of people who share a concern or a passion for something they do and learn
how to do it better as they interact regularly” (p. 1). This theory has influenced my
teaching philosophy as it is built on the ideas of constructivist theory and argues that
learning is unintentional and embedded in an activity, context or culture. Wenger
and Lave (1998) suggest that presenting knowledge within an authentic setting
allows students to connect with and make sense of that knowledge. They encourage
educators to allow students to form a Community of Practice which enables them to
move from the periphery to the centre of the community as they become more
actively engaged in their learning. Within this theory the educator encourages
students to share their knowledge within the Community of Practice, eventually
assuming the role of expert. For example when I am planning a teaching session
and constructing a lesson plan I base the learning in a relevant context and reflect on
what the students may already know about the subject. I feel this enables the
students to feel connected with the content. This learning theory also models the
philosophy of the Dedicated Education Unit (DEU) that I work within. This concept
informs the way in which the DEU is structured and the overall aim of enhancing the
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Student ID: 1268131
partnership between the District Health Board and Wintec through collaboration
between clinicians and academics while supporting student learning (Grealish, Bail &
Ranse, 2010). The idea of ‘situated learning’ is another component of CoP theory
which plays a significant role in bridging the theory-to-practice gap mentioned earlier
(Lave & Wenger, 1991). Cope, Cuthbertson and Stoddart (2000) explored the idea
of situated learning in clinical placement and concluded that for knowledge to be
consolidated it needed to be situated in authentic contexts and that for learning to
take place students needed social support and reassurance throughout the
placement (Berry, 2011). This is supported by Grealish and Ranse (2010) who
suggested that the DEU model was more beneficial to student learning than the
traditional preceptor/mentorship model.
In practical terms, I have been influenced by particular models of teaching such as
Race’s Ripples on a Pond Model of Learning (1998). This model has influenced my
teaching philosophy by recommending that educators work to enhance their students
want to learn and to help them develop ownership of their learning. In order to do
this five factors for successful learning need to be considered, these are; learning by
doing, learning from feedback, wanting to learn, needing to learn, and making sense
(digesting). Race (2005) later adjusted the model to include teaching (coaching and
explaining), and assessing. Race (2005) also stresses the importance of
encouraging students to learn by doing and ensuring that they get timely and useful
feedback. The model also focuses on helping students to make sense of what they
learn and helping them deepen their learning through coaching, teaching and
assessment (Race, 2005).
Teaching and Assessment Practices
Clinical Simulation
As a component of my formal teaching I facilitate Clinical Simulation sessions with
the semester four students in the Skills Laboratory at the Wintec City Campus.
These sessions involve the development of a clinical scenario, which is then acted
out by myself as the students attempt to assess the situation and formulate possible
differential nursing diagnoses. On completion of the scenario the students are asked
to present a ‘patient handover’ using the SBARR tool. I then facilitate a group
discussion where we look at the differential nursing diagnoses they have uncovered
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Student ID: 1268131
and rule these in or out until we uncover the patient’s actual diagnosis. This process
can be quite involved especially if the students go off track and need to be guide
back to the actual diagnosis. The process also involves balancing intervention with
the need to hold back and allow the students to use self-discovery while searching
for the diagnosis.
Tutorial Sessions
Another example is my use of problem-centred learning in tutorial activities. I allow
the students to spend time in small groups researching the content and coming to a
conclusion about a particular problem. Following this the groups are encouraged to
present their findings back to the class, where I facilitate a guided follow-up
discussion. This acknowledges a constructivist theory assumption that adult
learners need to feel responsible and involved in their education. Also by using a
problem-centred approach the students are more likely to become motivated and
engaged through their own intrinsic factors (Glasersfeld, 1989). An example of this
teaching style was demonstrated during the tutorial session I recently facilitated on
the Competencies for Registered Nurses (2012). I asked the students to get into
pairs and each pair was assigned one of the four domains of Competency. I asked
each pair to think of clinical examples that could be used to demonstrate successful
accomplishment of each domain. The pairs then presented back to the group and
shared their ideas. I facilitated the discussion and highlighted additional examples
that could be possible within each domain.
Examples of Innovative Teaching
Peer Feedback Model
I began my role as ALN at the beginning of 2015. Given that this was the first time
the ward had been run as a DEU I needed to adapt my teaching to support both the
staff and students through this new process. My key focus in supporting the
students involved this being their first exposure to the Competencies for Registered
Nurses (2012), which is the tool that is utilised in their summative clinical placement
assessment. The key aspect I focused on to support staff involved the increase in
student numbers – the matrix for this ward has previously been four students per
rotation, which increased to ten students under the DEU model.
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Student ID: 1268131
Prompted by the need to cater for this increase in student numbers and by a number
of pedagogical aims I introduced a peer-feedback model to support the staff and
students to develop their understanding of the Nursing Council of New Zealand
Competencies for Registered Nurses (2012). This process was introduced to the
students on their orientation day and was encouraged and supported during daily
meetings with the staff and students throughout the clinical placement. Following the
results of both the informal and formal evaluations I felt that the feedback initiative
had been successful. This was evidenced by the positive feedback from the
students and from the integrated nature of the student’s summative clinical
competencies, which allowed me to see the fruition of their peer-feedback
discussions. I feel the success of this initiative in developing both the staff and the
students understanding of the clinical competencies is highlighted in one student’s
formal evaluation comment “… In a way it felt like being handed a light in the dark”
(personal communication, April 9, 2015). The sole refinement that I plan to make to
the initiative is to introduce a Model of Feedback to the students during their
orientation session. By providing a framework the students will be guided by a clear
process when giving feedback to their peers, which can help to minimise comments
focused at the person rather than the performance (Hattie & Timperley, 2007).
Hattie and Timperley’s (2007) Model of Feedback to Enhance Learning identifies
three questions that need to be answered in order for feedback to be delivered
effectively: “where am I going? How am I going? Where to next?” (Hattie &
Timperley, 2007, p. 86). Implementing this model will help to ensure that students
will have sufficient information to allow them to make changes to their practice and
further enhance their performance.
Critical Thinking Tutorial
This semester I have developed a Critical Thinking tutorial session to support the
students to gain a greater understanding of the concept and to have a safe
environment in which to be able to demonstrate acquisition of this skill. To be able to
demonstrate management of nursing care and critical thinking students need to be
able to understand and apply the concept into the clinical decisions they are making
(Lisko & O’Dell, 2010). My lesson plan involved presenting a clinical scenario (a
patient who had experience having a fall), during which time the students will be
asked to complete a Situation, Background, Assessment, Recommendation, and
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Student ID: 1268131
Response (SBARR) form. SBARR is a communication tool that provides a common
and predictable structure to clinical communication. It is most useful in urgent
situations or when requesting a review or escalation of care (Waikato District Health
Board, 2015). I then asked the students to present their SBARR forms and we
discussed as group what information is essential to have to ensure accurate and
consistent communication. Following this I presented a video highlighting a patient’s
experience of having a fall and discussing the short and long-term implications that
this can have on the patient’s recovery. . I feel the success of this initiative is
emphasised in the student’s feedback:
“The tutorial has helped me to realise how much I already know and now I
need to start putting it all together” (Student T, Personal communication,
August 6, 2015).
“Great to see peoples different points of view and how they might use critical
thinking in different situations” (Student A, personal communication, August 6,
2015)
Teaching Evaluation Feedback
Following the conclusion of the Semester Four Acute Care clinical placement I asked
the students two questions aimed at gaining feedback on my teaching and the
tutorial sessions I had facilitated during the seven weeks they were in practice. The
following themes were identified within the feedback.
When asked ‘How has the Academic Liaison Nurse (ALN) assisted you in growing
your clinical practice?’ two key themes emerged:
The significance of providing the students with a supportive environment where they
felt their current ‘problems’ could be explored
“She arranged personal tutorials every week to talk about the things we were
confused about. It helped us to solve our current problems” (personal
communication, September 3, 2015)
“She has been really helpful and encouraging throughout my placement and
answered any questions or concerns I may have had” (personal communication,
September 3, 2015)
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Student ID: 1268131
The importance of providing a relationship within which the students felt supported
and ‘empowered’ to reach their potential
“She has helped make me feel empowered and pushed me to think critically
and become the best nurse that I can be” (personal communication,
September 3, 2015)
“She was very good tutor as she always said ‘well done!’ and ‘you’ve done a
great job’, which made me more confident and more powerful. She was
helping me psychologically a lot” (personal communication, September 3,
2015)
When asked ‘Were the tutorials the ALN provided helpful (Assignment tutorial,
Critical Thinking, Competency Refresher, and Scenario-Based tutorial)? What do
you feel were your key learnings from these tutorials?’ two key themes emerged:
The significance of proving the students with a supportive environment where they
could explore their learning
“The ALN was very supportive and gave me an opportunity to do something that I
hadn’t done yet. So I caught up with something new and practical” (personal
communication, September 3, 2015)
“Tutorial is important to refresh our knowledge and remind us of the things we
may have forgotten. They also helped us to learn new knowledge” (personal
communication, September 3, 2015)
The importance of proving the students with a space in which they can explore ideas
in-depth and listen to each other’s thoughts
“Learning in depth how to use the SBARR tool appropriately and applying that to
my practice has really helped when gaining over the phone handovers or over the
phone referrals” (personal communication, September 3, 2015)
“The competency refresher tutorial was great as it helped solidify the
competencies I had already written down and it was good hearing examples that
the other students had written” (personal communication, September 3, 2015)
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Student ID: 1268131
Professional Development
Formal Teaching Development
In 2015, I began the Post Graduate Certificate in Tertiary Teaching. I have
completed the first paper, The Professional Practice of Tertiary Teaching, and I am
currently enrolled in the second paper, Tertiary Teaching Research and
Development. This course has exposed me to a wide range of theoretical and
practical perspectives on teaching, learning and assessment that have led to me to
design differently, teach more creatively, and reflect more consistently. I have found
the two Tasks within the PROF532 paper to be invaluable in developing my ideas
and it has been fantastic to be able to document the planning, implementation and
evaluation of an initiative that I have put in place within my teaching environment.
I have attended the following workshops organised by the Teaching and
Development Unit at the University of Waikato:

Research and teaching (February 2015)

Evaluating your teaching (February 2015)

Tertiary teaching: Exploring our beliefs (March 2015)

Introduction to course design (March 2015)

Principles of assessment (May 2015)

Designing assessment tasks to promote learning (May 2015)

Reflective practice (June 2015)

Maximising learning in large classes (June 2015)

Introduction to eLearning (November 2015)
In 2010 I completed my Certificate in Adult Teaching (CAT) at Wintec. I have also
completed two additional Certificate in Adult and Tertiary Education (CATE) papers:
Introduction to eLearning (Grade: A++) and Exploring Culture, Identity and Learning
in New Zealand (Grade: A+).
Formal Career Development
2015-
Annual Practicing Certificate
Nursing Council of New
2016
Zealand
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Student ID: 1268131
2009
2005
Post Graduate Certificate in Nursing Practice
Victoria University of
(Intensive Care)
Wellington
Bachelor of Nursing
Wintec
Contribution to the Teaching and Development of Others
Academic Liaison Nurse Development
For the past 12 months, I have supported, guided and mentored three newly
appointed Academic Liaison Nurses (ALN). I have helped them address challenges
such as ensuring fairness when completing students’ summative assessment,
tutorial session management, and fostering inter-professional relationships with staff
within their DEU area. I have developed and implemented several tutorial sessions
for my DEU students and have invited these ALN’s to attend as a way of supporting
them to develop their own ideas for future area-specific tutorial sessions. I have also
implemented a regularly fortnightly meeting where the ALN group is able to support
each other and provide a ‘safe’ environment where it is possible to share ideas and
challenges, while assisting each other to find solutions.
Collegiality and Collaboration
Part of fostering collaboration means sharing resources and ideas with colleagues.
To this end, I have shared resources for tutorial sessions and end of placement
evaluation forms. I have shared ideas to further develop the DEU model within the
Older Persons Rehabilitation Service and have supported staff within my ward as
they grow within the DEU model.
Conclusion
I enjoy teaching immensely and love the connections that I am able to form with
students within the clinical environment. I feel that these connections are very
different from the ones that are made with students within the classroom setting. I
think this is due to the students’ regular need to seek guidance, support and clarity
within the vastly different and challenging clinical setting. I also love the practical
nature of my role and enjoy that I am still able to remain ‘clinical’ while pursuing my
love of tertiary teaching.
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Student ID: 1268131
References
Berry, L. (2011). Creating community: Strengthening education and practice
partnerships through communities of practice. International Journal of Nursing
Education Scholarship, 8(1), 1-18.
Cope, P., Cuthbertson, P., & Stoddart, B. (2000). Situated learning in the practice
placement. Journal of Advanced Nursing, 31(4), 850-856.
Glasersfeld, E. von. (1989). Abstraction, representation, and reflection. In: L.P. Steffe
(Ed.) Epistemological foundations of mathematical experience (pages 45-67).
New York, NY: Springer.
Grealish, L., Bail, K., & Ranse, K. (2010). Investing in the future: Residential care
staff experiences of working with nursing students in a community of practice.
Journal of Clinical Nursing, 19, 2291-2299.
Illeris, K. (2009). (Ed.). Contemporary theories of learning: Learning theorists… in
their own words. London, UK: Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
New York: Cambridge University Press.
Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, meaning, and
identity. Cambridge, U.K: Cambridge University Press.
Race, P. (2005). Ripples model seven factors. Retrieved from http://philrace.co.uk/downloads/
Race, P. (2005). Chapter two of making learning happen. Retrieved from http://philrace.co.uk/downloads/
Race, P. (n.d.). Ripples on a pond: model of learning. Retrieved from
www.liv.ac.uk/www/tandl/resources/theory/files/ripples_model.ppt
Rhodes, L. K., &Bellamy, T. (1999). Choices and consequences in the reform of
teacher education. Journal of Teacher Education (50), 17-26.
Situated learning theory - Lave. (2008). Retrieved from http://www.learningtheories.com/situated-learning-theory-lave.html
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Student ID: 1268131
Appendix A - Teaching Evaluation Feedback
Following the conclusion of the Semester Four Acute Care clinical placement I asked
the students two questions aimed at gaining feedback on my teaching and the
tutorial sessions I had facilitated during the seven weeks they were in practice.
How has the Academic Liaison Nurse (ALN) assisted you in growing your clinical
practice?

She has been really helpful and encouraging throughout my placement and
answered any questions or concerns I may have had. She has helped make
me feel empowered and pushed me to think critically and become the best
nurse that I can be.

She arranged personal tutorial every week to talk about the things we were
confused about. It helped us to solve our current problems.

The tutor came here to see me and check what is going on and to talk about
my concerns and any difficulties. She was very good tutor as she always said
‘well done!’ and ‘you’ve done a great job’, which made me more confident and
more powerful. She was helping me psychologically a lot.

She has been encouraging with what I need to do and helped me debrief
about my work and what I had done.

She gave supportive care and listened and gave advice when needed.

Having regular catch-ups has been great and the competency refreshers have
been helpful.
Were the tutorials the ALN provided helpful (Assignment tutorial, Critical Thinking,
Competency Refresher, and Scenario-Based tutorial)? What do you feel were your
key learnings from these tutorials?

They were extremely helpful. Learning in depth how to use the SBARR tool
appropriately and applying that to my practice has really helped when gaining
over the phone handovers or over the phone referrals. The competency
refresher tutorial was great as it helped solidify the competencies I had
already written down and it was good hearing examples that the other
students had written. I thoroughly enjoyed the tutorials and thought they were
extremely helpful.
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Student ID: 1268131

Tutorial is important to refresher our knowledge and remind us of the things
we may have forgotten. They also helped us to learn new knowledge.

The ALN was very supportive and gave me an opportunity to do something
that I hadn’t done yet. So I caught up with something new and practical.
Thanks to Jewel. She was great to me and encouraged a ‘can-do’ attitude,
which made me think ‘I can do this’. Thanks :-)

The competency tutorial helped me as I could talk about the competencies
with the ALN and other students. Hearing other student’s experiences was
helpful.

I found all the tutorials useful. I enjoyed the critical thinking and SBARR
especially.

The competency refresher was good, it allowed us to think of ideas we could
put down.
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