• Assessment

      Gidman, Janice; University of Chester (SAGE, 2010-10-29)
      This book chapter discusses assessment as an integral part of the learning processes and how to use a variety of assessment strategies to assess professional competence.
    • CPTs’ perceptions of their role satisfaction and levels of professional burnout

      Haydock, Deborah; Mannix, Jean; Gidman, Janice; University of Chester (Community Practitioner, 2011-05-19)
      This paper reports on a multi-method research project that explored perceived role satisfaction and professional burnout among community practice teachers (CPTs) while facilitating postregistration education and caseload management. A bespoke Satisfaction Questionnaire and the Maslach Burnout Inventory (Educators) were completed by 23 participants to elicit quantitative and qualitative data. Findings are presented in relation to three themes – aspects of the CPT role leading to satisfaction, aspects leading to dissatisfaction or burnout, and ways to enhance satisfaction and reduce burnout. The majority of CPTs were satisfied with their current role. A number of factors were elicited that affected participants’ perceived satisfaction. Respondents scored low levels of burnout overall, with high levels of personal accomplishment and low levels of depersonalisation. The relationship between participants’ satisfaction and their levels of burnout was not found to be statistically significant. However, mean scores on the emotional exhaustion subscale indicate moderate levels of emotional exhaustion. The paper concludes with recommendations to improve the support provided by employers and partner universities for CPTs.
    • Curriculum models and design

      Gidman, Janice; University of Chester (SAGE, 2010-10-29)
      This book chapter discusses curriculum design, and philiosophies of education and learning theories.
    • Mentoring

      Carr, Helen; Gidman, Janice; Wirral Primary Care Trust ; University of Chester (SAGE, 2008-03-17)
      This book chapter discusses the role of the mentor and the role of the student in healthcare education.
    • Mentoring student nurses in Uganda: a phenomenological study of mentors’ perceptions of their own knowledge and skills.

      Mubeezi, Mary; Gidman, Janice; Uganda Nurses Council, University of Chester (Elsevier, 2017-07-29)
      This paper will report on the findings of a qualitative research study exploring mentorship in a rural hospital in Uganda. It explored how mentors perceived their roles and their own knowledge and skills in mentoring nurse students. Participants were confident in their ability to teach clinical skills, but they identified gaps in relation to the application of theory to these skills and they identified the need to update their own knowledge and to act more on their own initiative. The paper reports on the nature of the relationship between mentor and students, the teaching approaches used and the challenges of the role. Recommendations are proposed to develop a bespoke Ugandan curriculum to prepare mentors for their role, and to provide additional support, to enhance students’ experiences of learning in this context.
    • Mentor’s perceptions and experiences of support for nursing students

      McIntosh, Annette; Gidman, Janice; Smith, Debra; University of Chester (Wiley, 2013-08-23)
      This paper reports on a funded project that explored the perceptions and experiences of mentors regarding student nurse support in practice. The study employed a mixed-method approach, using questionnaires and focus groups with mentors from one acute Trust and one community Trust. The findings highlighted the multifaceted nature of student learning in practice, with mentors reporting that clinical skills, adjustment to the placement and integrating into the team were the aspects students needed most support with. Mentors were aware of their roles and responsibilities in supporting students and recognized the importance of their own personal attributes. The participants reported a number of challenges, particularly time, competing demands and paperwork, and suggested that a team approach and support groups could help to overcome these. The support for students provided by peers and health-care assistants was recognized, as was the need to ensure that students are prepared to take responsibility for their learning.
    • A phenomenological investigation of pre-qualifying nursing, midwifery and social work students’ perceptions of learning from patients and clients in practice settings

      Newton, Jethro; Mason, Tom; Gidman, Janice (University of LiverpoolUniversity of Chester, 2009-08)
      Government policies have emphasised the importance of patient and client involvement in all aspects of health and social care delivery, with a corresponding impetus for their involvement in the education of practitioners. Professional education programmes adopt andragogical, student-centred approaches and incorporate both academic and practice based learning and assessments. Practice experience is recognised as a crucial aspect of student learning and has become a major focus of quality reviews in health and social care education. Whilst it might seem self-evident that students on practice placements will learn from their interactions with patients and clients, this is a relatively neglected area for formal modeling, evaluation and research. This study, therefore, explores pre-qualifying nursing, midwifery and social work students’ experiences of learning from patients and clients during practice placements. The research project is underpinned by a descriptive phenomenological approach and the extensive data are analysed using phenomenological reduction (Giorgi, 1989a; 1989b). Two key themes and six categories emerged from the data. The first theme is presented as the ‘Ways of Learning’ and this comprises the categories of: facilitation of learning; critical incidents/patient stories; and role modeling. The second theme is presented as the ‘Nature of Learning’ and comprises three categories: professional ideals; professional relationships; and understanding patients’ and clients’ perspectives. It is evident that contemporary theories, including andragogy, social learning, experiential, reflective and transformative learning theories, remain relevant to professional education. The new knowledge obtained in this research is that the most powerful learning opportunities result from unplanned, informal learning opportunities involving interactions with patients and clients. However, this is not fully explained by these contemporary learning theories. This thesis will, therefore, argue that complexity theory is relevant to the requirements of professional education programmes. It will present an overarching framework to explain the data from this study and will propose strategies to harness the complexity inherent in this important aspect of student learning.
    • Reflection

      Gidman, Janice; Mannix, Jean; University of Chester (SAGE, 2008-03-17)
      This book chapter discusses reflection as a learning, teaching, and assessment strategy and its benefits.
    • Student perceptions of support in practice

      Gidman, Janice; McIntosh, Annette; Melling, Katherine; Smith, Debra; University of Chester (Elsevier, 2011-03-31)
      This paper reports on a funded research project exploring perceptions and experiences of pre-registration nursing students of support in practice in one Higher Education Institution in England. The study used a mixed method approach with samples of new students (within the first six months) and finishing students (within the last three months). Students reported that the most important areas they needed support with were clinical skills, placement situations, documentation and personal issues. The mentor qualities that were valued were personal attributes, being facilitative and being knowledgeable; newly qualified mentors and experienced students were seen as being the most supportive. Students saw their own responsibilities as learning and gaining skills, being professional and caring for patients. The finishing students also felt that accountability and teaching were part of their role. Reported challenges encompassed personal issues, including work-life balance and finances, dealing with elements such as patient death and uncertainties in new situations. The best aspects of practice emerged as being involved in patient care, feeling part of a team and experiencing positive support from mentors. The findings explicated the multi-faceted nature of student support in practice that need to be taken into account when putting support frameworks in place.
    • Student support

      McIntosh, Annette; Gidman, Janice; University of Chester (SAGE, 2010-10-29)
      This book chapter discusses the importance of student support from lecturers, mentors, peers, and within practice settings.
    • Students' and lecturers' perceptions of support in a UK pre-registration midwifery programme.

      McIntosh, Annette; Gidman, Janice; McLaughlin, Andrea; University of Chester (Elsevier, 2013-04-19)
      This paper reports on a study that explored the perceptions of students and lecturers regarding support within a pre-registration midwifery programme in one Higher Education Institution in England. A mixed method design was used: questionnaires were completed by first year and third year students and lecturers, complemented by focus groups with each of the three sets of participants. The findings showed that there are multi-focal challenges for student midwives in undertaking their programme of study. The main theme that emerged was of the difficulties involved in maintaining an appropriate work-life balance, especially within what was seen as a relatively inflexible programme structure. The value of peer support was also highlighted as a key factor in helping the students succeed in their studies. There were a number of implications for midwifery educators to consider in optimising support for students. These include ensuring that students have realistic expectations at the outset of their studies, formalising peer support mechanisms and reviewing programmes to provide more flexibility to better underpin the maintenance of an appropriate work-life balance. Further study is warranted to explore perceptions of support in practice and to identify the factors that help students to persevere in their studies.
    • Teaching styles

      Gidman, Janice; University of Chester (SAGE, 2010-10-29)
      This book chapter discusses teaching styles and how they need to be appropriate for the content of the session and the nature of the group of students.