Innovation
We have integrated curriculum where all modules specific to Midwifery contain theory and practice. The module credit allowance is large eg 40-60 credits over all three years of the BSc (Hons) Midwifery programme. Underpinning academic skills pertaining to research, ethics, physiology, sociology and psychology are taught and applied through midwifery content. Each module contains two large episodes of inquiry based learning to develop a range of skills including working collaboratively, discrimination in assessing the literature and evidence base, problem solving through a practice scenario and confidence in presenting to others.
The different shades of meaning implied by terms such as ‘research-led’, ‘research-oriented’, ‘research-based’ and ‘research-informed’ teaching all imply that there is one-way traffic from research into teaching. We have argued in the past (Muncey & Hirst 2011) that nursing and midwifery curricula had been based on the expertise of nursing and midwifery academics own experience aided and abetted by various policy commitments and government directives along the way. Increasingly, academics have emerged with a sustained track record and research programmes have followed. However, what rarely seems to be considered is the coherence between staff expertise, module development and teaching and research activity. We have emphasised a need for a mechanism through which knowledge is generated that is perfectly suited to the real world in which that knowledge is applied. This requires a student who is actively participating in the process of learning, who learns how to generate practice based knowledge as well as tolerate the uncertainties that arise from understanding that not all knowledge can be taught.
Together with inquiry based learning and the use of complex vignettes, students are now developing develop their knowledge of how and why we investigate a range of phenomena (art and science based), as well as how and why we assess and evaluate the provision of effective, safe and sensitive care. We have used in year one the Healey quadrants and ANZIIL framework and will use at each academic level as a spiral learning approach (Healey and Jenkins 2005; Willison & O’Regan 2005).
References
Healey, M., Jenkins, A. (2005) Institutional Strategies to link teaching and research. Higher Education Academy [online]. pp.23-49. Available from: http://www.heacademy.ac.uk/
Muncey & Hirst. 2011. Knowledge diffusion: Teaching informed by research and vice versa. Oral presentation. NET Conference.
Willison, J., O’Regan, K. (2005) Attributes: ANZIIL (2004) Standards. Research Skill Development, a working document for primary school to post graduation, developed by John Williston and Kerry Oregano. ©The University of Adelaide.
What prompted innovation?
- University of Leeds Curriculum Enhancement Project aimed at improving research teaching in all programmes using the ANZIL Framework and Healey quadrants integrating research led, tutored, based and oriented learning and teaching.
- A strong desire to reduce assessment load from large number of small credit modules and pocketed learning.
What makes innovation different?
The informal evaluations during the first year of delivery which commenced in September 2012 are very positive. There are strong attempts to demystify research for students and not alienate or cause fear in students which has been seen when separate research modules are in the curriculum which appears to have been the impact on some students in previous curriculum; students are responding positively within their assessments.
A problem has been that current programmes develop students’ research knowledge and skills using generic modules dedicated to research. This has limited some students’ ability to transfer and integrate research knowledge and skills into professional practice and has created some anxiety associated with research theory. The Curriculum Enhancement Project facilitated significant change and enabled us to reject pocketed learning and teaching, towards integration of research knowledge and skills through midwifery theory. The framework and matrix has been a helpful tool to innovatively refocus research in our curricula which will enable student reach their full potential.
Changes in practice
It has made us rethink how we teach and to identify what research skill / knowledge is timetabled. For example;
- a session on psychosocial aspects of antenatal screening involved students engaging with data collections tools and discussion about the methodology as well as the findings of the study for part of a session, the students also answered the questionnaire asked in the research as part of the process
- a session on introduction to decision making used the task of baby bathing and this involved them reading and then discussing a research paper commissioned by Johnson and Johnson which explored the relationship between funding and objectivity in the research presented
Impact
It is early to have concrete information as the year 1 evaluation has not yet occurred but signs are good from the summatively assessed work already produced and their contributions in class. They seem to be much more aware of the evidence base and the quality of the sources used.
Dissemination
Presentation at the University of Leeds Student Conference 2013 and a presentation accepted at the NET conference Cambridge Sept 2013.