Innovation
Experience Based Learning groups (EBLs) are drawn from the evidence base of enquiry based learning and action learning. The groups run throughout each year, and are mapped against the students practice experience and the learning outcomes of theory modules at each stage of the student journey. This is designed to provide a cohesive medium to enhance coherence in all aspects of the curriculum.
Each field specific group, of around 15 students, meet three times per trimester (9 times a year) to engage in a facilitated reflection in order to maintain a clear relationship between theory and practice experience. In year three the students facilitate their own group to further enhance their person skills and reflective practice in preparation for entry to the register.
What prompted innovation?
The BSc (Hons) Nursing curriculum model was designed to develop an independent learning style that would sustain learning into post-qualification and beyond. This involves trigger lectures, online learning support materials and practice learning. EBLs were developed as a central thread of this curriculum to bind these elements into a coherent learning experience.
What makes innovation different?
Reflective practice has long been embedded in student nurse education. What makes this different is the clear link between module outcomes and practice experience at each stage of the course. The design of EBLs also offers the opportunity to develop and sustain key interpersonal skills. EBLs have also been found to develop abilities in problem solving, critical analysis and promoting deep learning (Ehrenberg & Haggblom 2007)
Changes in practice
EBLs have been running in the School of Nursing and Midwifery since October 2011. The primary changes observed in practice are;
- Students have reported feeling supported with challenging issues from their practice experience. This has particularly come to the fore in students referring to the value of EBLs when writing a scenario based assignment on human qualities in nursing, thus indicating a clear influence on their reflection and role in practice.
- Students have also reported that listening to other student’s experiences in a formal reflection has helped them to understand their practice experiences more deeply.
- Facilitating EBLs has also engaged a far broader range of academic staff in the lived nursing practice of students within the school, enhancing a greater understanding of the student experience. This in turn has informed the design and delivery of theory sessions, so they ‘speak’ directly to student lived experience, thus improving relevance.
- EBLs have also encouraged a shared dialogue between facilitators from differing clinical specialities, thus improving collegiate working.
Impact
- EBLs have recently been formally evaluated (the first stage of a longitudinal evaluation) which has produced both quantitative and qualitative data.
- Results indicate that students have generally valued their EBL groups, largely agreeing that they have helped them apply an evidence base in relation to their practice experiences, and to understand these more deeply.
- In their free text responses ‘sharing’ experience and ‘feeling supported’ have often been cited.
- Verbally commended by reviewers at course validation.
- EBLs have also been cited as a positive support in the NUS student audit.
Dissemination
- Academic staff were offered a series of workshops on the EBL rationale and methods of facilitation. This has been followed up with a presentation at a General Staff meeting, with staff taking part in a live EBL during the day.
- The course leader was invited to present this curriculum development which included the EBL development to the SHA.
- Guidance for students and staff is also available within the virtual learning environment for the school, which also includes sample reflective frameworks.
- Currently two academic staff coordinate EBL groups on the two main school sites and offer peer support as part of this role.