There is global recognition that the inclusion of service users in the education of health and so... more There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. Construction and validation of a new scale. 365 undergraduate students from health and social care departments in two universities. A two correlated factor scale. Factor 1 - perceived presence of service users in the taught curriculum and factor 2 - professionals and service users working together (correlation between factor 1 and factor 2 - r = 0.32). The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on the...
This paper considers ethnographic data collected during undergraduate students' transition to Hig... more This paper considers ethnographic data collected during undergraduate students' transition to Higher Education (H.E.) Drawing on Lave and Wenger's (1991) Communities of Practice theory the research focuses on the psychological process of identity as a trajectory, considering how reconciliation and negotiation of identities across and between communities influences transition. We aimed to explore the academic practices which construct the transition experience, to analyse those practices in terms of student identity and participation and to explore some of the psychological mechanisms which underpin transition to H.E. The data sources included observations, informal social interactions, one to one interviews and document analysis. Data collection took place over the first term of an undergraduate course. A theoretical thematic analysis was undertaken investigating the ways in which identity shaped participation, the practices that influenced participation and how participation subsequently influenced learner identity. We argue that the reconciliation of past, present and future identities is psychologically challenging for students during educational transition and this influences individual trajectories. Some practices assumed an already autonomous learner rather than enabling development of autonomy. Inability to participate in valued (and often implicit) academic practice was seen to negatively influence learner identities, delaying full participation. The focus for transition research could therefore consider enabling systems and practices which acknowledge differences and fully support successful changes in learner identity.
Simulation has become an established feature of nurse education yet little is understood about th... more Simulation has become an established feature of nurse education yet little is understood about the mechanisms that lead to learning. To explore the attributes of simulation-based education that enable student learning in undergraduate nurse education. Final year students drawn from one UK University (n=46) participated in a grounded theory study. First, nonparticipant observation and video recording of student activity was undertaken. Following initial analysis, recordings and observations were deconstructed during focus group interviews that enabled both the researcher and participants to unpack meaning. Lastly emergent findings were verified with final year students drawn from a second UK University (n=6). A staged approach to learning emerged from engagement in simulation. This began with initial hesitation as students moved through nonlinear stages to making connections and thinking like a nurse. Core findings suggest that simulation enables curiosity and intellect (main concern) through doing (core category) and interaction with others identified as social collaboration (category). This study offers a theoretical basis for understanding simulation-based education and integration of strategies that maximise the potential for learning. Additionally it offers direction for further research, particularly with regards to how the application of theory to practice is accelerated through learning by doing and working collaboratively.
International Journal of Technology and Inclusive Education, 2012
This paper presents data collected as part of a research project carried out at the University of... more This paper presents data collected as part of a research project carried out at the University of the West of Scotland, UK. The research explores inclusive learning and teaching practices within the context of Higher Education (HE). The paper presents data collected using a qualitative, semistructured interview approach with staff. Using distributed socio-cultural explanations of learning and development, the research seeks to develop our understanding of the complex process of cultural change within HE towards inclusive practices, through an investigation of the proximal and distal systems which serve to construct individual action and identities, the relationships between those systems, the valued practices of the community of HE, and the barriers and enablers to participation in that community.
International Journal for Cross-Disciplinary Subjects in Education, 2013
In this paper we demonstrate that whilst attention has been given to other educational transition... more In this paper we demonstrate that whilst attention has been given to other educational transitions, the postgraduate experience has been largely ignored. We suggest this may be due to assumptions of expertise in that group. Here we consider literature together with data from a one year, multi-methods study into postgraduate transition. The literature and data suggest that postgraduate students lead complex lives and require targeted support to enable their study. The participants here did not position themselves as expert, confident learners but instead suffered a range of doubts surrounding their study skills and ability to manage the different aspects of their lives. University practices did not always support their struggles. We use communities of practice theory to understand the participatory transition trajectories. We end by acknowledging that this research represents a small percentage of postgraduate students in the particular context of the UK and call for further research in different contexts to develop our understanding of postgraduate transition.
Students' experiences of the transition from primary to secondary school Jane Tobbell Leeds ... more Students' experiences of the transition from primary to secondary school Jane Tobbell Leeds Metropolitan University Abstract There are many discontinuities between primary and secondary school and children have to manage these as part of the transition process. This process ...
Abstract 1. There are many discontinuities between primary and secondary school and children have... more Abstract 1. There are many discontinuities between primary and secondary school and children have to manage these as part of the transition process. This process has been found to be problematic across culture, resulting in a downturn in educational ...
The University Repository is a digital collection of the research output of the University, avail... more The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies ...
International Journal of Educational Research, 2013
It has been established in both empirical research and theory that enabling relationships are fun... more It has been established in both empirical research and theory that enabling relationships are fundamental to the process of learning. The establishment of the importance of relationships emerged most strongly in work. The underpinning ontology of Vygotskian psychology is that development is distributed across the social experiences of individuals, and that all behaviour, including cognition, reflects societal imperatives accessed through relationships with more able others. A range of empirical work has supported this, demonstrating that relationships cannot be thought of as a variable to be manipulated, but rather that they are inextricably embedded in all learning and development. Therefore, the formation of interpersonal relationships necessarily precedes the emergence of successful learning relationships, which can be thought of as inextricably embedded in mutuality of social action. Acceptance of this premise demands that attention be paid to the opportunities for relationship formation and the quality of those relationships as a prerequisite for learning relationships, when researching educational experience. Giles (2011) has argued that despite the importance of relationship to educational experience they are largely invisible and taken for granted, he states that 'it is time to recognise and address the impact of relationship' (p89) in education. In this paper we focus on the transition from primary to secondary school and
There is global recognition that the inclusion of service users in the education of health and so... more There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. Construction and validation of a new scale. 365 undergraduate students from health and social care departments in two universities. A two correlated factor scale. Factor 1 - perceived presence of service users in the taught curriculum and factor 2 - professionals and service users working together (correlation between factor 1 and factor 2 - r = 0.32). The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on the...
This paper considers ethnographic data collected during undergraduate students' transition to Hig... more This paper considers ethnographic data collected during undergraduate students' transition to Higher Education (H.E.) Drawing on Lave and Wenger's (1991) Communities of Practice theory the research focuses on the psychological process of identity as a trajectory, considering how reconciliation and negotiation of identities across and between communities influences transition. We aimed to explore the academic practices which construct the transition experience, to analyse those practices in terms of student identity and participation and to explore some of the psychological mechanisms which underpin transition to H.E. The data sources included observations, informal social interactions, one to one interviews and document analysis. Data collection took place over the first term of an undergraduate course. A theoretical thematic analysis was undertaken investigating the ways in which identity shaped participation, the practices that influenced participation and how participation subsequently influenced learner identity. We argue that the reconciliation of past, present and future identities is psychologically challenging for students during educational transition and this influences individual trajectories. Some practices assumed an already autonomous learner rather than enabling development of autonomy. Inability to participate in valued (and often implicit) academic practice was seen to negatively influence learner identities, delaying full participation. The focus for transition research could therefore consider enabling systems and practices which acknowledge differences and fully support successful changes in learner identity.
Simulation has become an established feature of nurse education yet little is understood about th... more Simulation has become an established feature of nurse education yet little is understood about the mechanisms that lead to learning. To explore the attributes of simulation-based education that enable student learning in undergraduate nurse education. Final year students drawn from one UK University (n=46) participated in a grounded theory study. First, nonparticipant observation and video recording of student activity was undertaken. Following initial analysis, recordings and observations were deconstructed during focus group interviews that enabled both the researcher and participants to unpack meaning. Lastly emergent findings were verified with final year students drawn from a second UK University (n=6). A staged approach to learning emerged from engagement in simulation. This began with initial hesitation as students moved through nonlinear stages to making connections and thinking like a nurse. Core findings suggest that simulation enables curiosity and intellect (main concern) through doing (core category) and interaction with others identified as social collaboration (category). This study offers a theoretical basis for understanding simulation-based education and integration of strategies that maximise the potential for learning. Additionally it offers direction for further research, particularly with regards to how the application of theory to practice is accelerated through learning by doing and working collaboratively.
International Journal of Technology and Inclusive Education, 2012
This paper presents data collected as part of a research project carried out at the University of... more This paper presents data collected as part of a research project carried out at the University of the West of Scotland, UK. The research explores inclusive learning and teaching practices within the context of Higher Education (HE). The paper presents data collected using a qualitative, semistructured interview approach with staff. Using distributed socio-cultural explanations of learning and development, the research seeks to develop our understanding of the complex process of cultural change within HE towards inclusive practices, through an investigation of the proximal and distal systems which serve to construct individual action and identities, the relationships between those systems, the valued practices of the community of HE, and the barriers and enablers to participation in that community.
International Journal for Cross-Disciplinary Subjects in Education, 2013
In this paper we demonstrate that whilst attention has been given to other educational transition... more In this paper we demonstrate that whilst attention has been given to other educational transitions, the postgraduate experience has been largely ignored. We suggest this may be due to assumptions of expertise in that group. Here we consider literature together with data from a one year, multi-methods study into postgraduate transition. The literature and data suggest that postgraduate students lead complex lives and require targeted support to enable their study. The participants here did not position themselves as expert, confident learners but instead suffered a range of doubts surrounding their study skills and ability to manage the different aspects of their lives. University practices did not always support their struggles. We use communities of practice theory to understand the participatory transition trajectories. We end by acknowledging that this research represents a small percentage of postgraduate students in the particular context of the UK and call for further research in different contexts to develop our understanding of postgraduate transition.
Students' experiences of the transition from primary to secondary school Jane Tobbell Leeds ... more Students' experiences of the transition from primary to secondary school Jane Tobbell Leeds Metropolitan University Abstract There are many discontinuities between primary and secondary school and children have to manage these as part of the transition process. This process ...
Abstract 1. There are many discontinuities between primary and secondary school and children have... more Abstract 1. There are many discontinuities between primary and secondary school and children have to manage these as part of the transition process. This process has been found to be problematic across culture, resulting in a downturn in educational ...
The University Repository is a digital collection of the research output of the University, avail... more The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies ...
International Journal of Educational Research, 2013
It has been established in both empirical research and theory that enabling relationships are fun... more It has been established in both empirical research and theory that enabling relationships are fundamental to the process of learning. The establishment of the importance of relationships emerged most strongly in work. The underpinning ontology of Vygotskian psychology is that development is distributed across the social experiences of individuals, and that all behaviour, including cognition, reflects societal imperatives accessed through relationships with more able others. A range of empirical work has supported this, demonstrating that relationships cannot be thought of as a variable to be manipulated, but rather that they are inextricably embedded in all learning and development. Therefore, the formation of interpersonal relationships necessarily precedes the emergence of successful learning relationships, which can be thought of as inextricably embedded in mutuality of social action. Acceptance of this premise demands that attention be paid to the opportunities for relationship formation and the quality of those relationships as a prerequisite for learning relationships, when researching educational experience. Giles (2011) has argued that despite the importance of relationship to educational experience they are largely invisible and taken for granted, he states that 'it is time to recognise and address the impact of relationship' (p89) in education. In this paper we focus on the transition from primary to secondary school and
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