Innovation
As part of a patchwork assessment, student mental health nurses take turns to lead a seminar group. They choose a topic that interests them and that relates to an aspect of the holistic health of people growing older with mental health problems. They are mixed in groups so that each group has a range of subjects and so that they are not in their usual friendship groups. The brief they are given is to research the subject, introduce it to their peers, present alternative perspectives according to the evidence they found, then think of a few questions or statements to stimulate a discussion. They then facilitate the group discussion around the topic. Their brief also includes how to take part in a supportive way by joining in discussions and considering connections between the topics.
The seminar leadership is formative. A written analysis and evaluation of their learning from taking part in this exercise forms part of the summative assessment. Each student writes about their own topic and what they have learnt about another aspect of health from a peer.
The assessment is easily facilitated by one member of staff. Student groups (5-6 students) are given instructions on how to manage the seminars. Posters and table ‘menus’ reinforce the information and raise expectations.
What prompted innovation?
A previous poster-based ‘patch’ moved upstream into another module, so I needed another collaborative research presentation based exercise to take its place. This approach seemed to offer an engaging and challenging assessment which built on students’ social approaches to learning while motivating them to perform well because of the need not to let themselves or their peers down.
What makes innovation different?
- The assessment demands that students use the skills learnt in a concurrent module (evidence based practice) and apply them to meeting the learning outcomes of this module.
- The format is very structured and enables students to rise to the challenge of independent researching of evidence, synthesising it so that it makes sense to them, then educating others.
- In teaching others, their own understanding is clarified.
- The work for the patch is carried out in both class time and independent study time, so students later come to the summative assessment with much of the work already done.
- The format has a huge impact on motivation and the standard of information shared and debate generated is high.
- The format is challenging but manageable; students who are shy about speaking in a large group have licence to speak and are buoyed up by the realisation that everyone is in the same boat and there are expectations of mutual support.
- The impact on their confidence is extremely positive.
- The assessment appeals to students at all levels of ability as they are able to research an area that they have chosen and present it as they wish.
- They mix with others they did not know and appreciate alternative perspectives.
- Students report the assessment is an enjoyable and empowering experience.
Changes in practice
The innovation has taken place twice so far, with no opportunity to assess any impact on nursing practice. It is anticipated that students will feel more confident about taking up teaching opportunities in practice and will feel more confident in articulating their understandings, particularly those related to synthesising understanding of connections between physical, emotional, spiritual and environmental factors.
Impact
Student evaluations (from module feedback forms ‘What did you like about this module?’):
‘The seminar leadership was an excellent idea, which enabled everyone to speak and I believe should be used for other modules on the course’.
‘Taught with a variety of methods – lecture/seminar/personal testimonial/role play and always taught with a depth of knowledge and passion’.
‘I did have a good chance to enhance my communication skills through interacting with others at seminar’.
‘ I particularly enjoyed the seminar as I felt it was a good learning point’.
‘Liked doing patchwork as it was a combination of styles of learning’.
Dissemination
The innovation is still recent, though experience so far indicates that it is sustainable. It will be disseminated through team meetings, local conferences, and publication.