We are offering two optional professional development workshops and information about these is below.
Announcing a new session for NET2013
Three specially commissioned workshops
11.30-12.30 hours, Thursday 5 September 2013
As well as the two optional professional development workshops this year we have specially commissioned three workshops and delegates can choose one of these to attend. Information about all three of the workshops is bleow.
Seeking recognition, reward and promotion for teaching and learning excellence
Led by Professor Philip Keeley, Director of Undergraduate Education, The University of Manchester, UK and Professor Gary Rolfe, Professor of Nursing, School of Health Science, Swansea University, UK
The purpose of this session is for educators to explore ways in which they can ensure that their work is recognised and rewarded within a research intensive university environment. The facilitators will discuss how skills such as teaching innovation and evaluation, organisation and management, and leadership can contribute to demonstrating excellence in education practice. There is often confusion about ‘working hard’ and ‘excellence’ and this session will tease out the differences and how individuals can maximise their profile with their institution.
Patient and public involvement (PPI): Principles, practice, impact
Led by Jane Priestley, Academic Development Officer, Higher Education Academy and Jools Symons, Patient and Public Involvement Manager, Leeds Institute of Medical Education
During recent times, patient and public involvement (PPI) has become well established in many areas of health and care education. There is growing interest in the development of inclusive practice in the design and delivery of education that empowers individuals through partnership, preparation and planning, with explicit support for this agenda. However there is a need to define what ‘involvement’ actually means, if tangible and meaningful engagement is to be achieved. In addition, despite the increasing emphasis on PPI in education, there is limited evidence of the impact on the student learning experience. There is evidence of widespread support for involvement initiatives but little empirical evidence supporting the effectiveness of user involvement in the evaluation and development of learning. It is essential to establish clear objectives for the involvement of service users and carers in student learning and the need to develop robust methods to evaluate if these have been achieved.
This workshop will aim to:
Identify values and principles of patient and public involvement in the student learning experience
Explore what constitutes meaningful and tangible patient and public involvement in curriculum design, delivery and governance
Share examples of successful and innovative practice in teaching, learning and assessment, including face to face and virtual contact
Develop insight into evaluating and assessing impact of involvement initiatives on personal and professional development for all stakeholders.
Digital health literacy: The professional challenge
Led by Anne Cooper, Lead for Nursing, Health and Social Care Information Centre and Susan Hamer, Organisational and Workforce Development Director, National Institute for Health Research, Clinical Research Network
All educationalists understand the importance of literacy as a fundamental skill set for access and empowerment in adult learners. We also understand the important relationship between access to health services and health outcomes. Yet as health policy throughout Europe increasingly expects patients to play a much greater role in their own health throughout their life, the term meeting ‘information needs’ is often used to describe a goal of care. This workshop will explore just what this term means in an increasingly digital world and how nurses in practice need to conceptualise meeting an individual’s information needs as a core clinical competence. The challenge for educationalists will be to embed this in their own practice.
Professional development workshops
Creative writing as an approach to learning and teaching
Led by Dr Peter Draper, PhD, BSc, Dip Theol Min, Cert Ed, RGN, RNT,
Senior Lecturer, University of Hull, UK
20-00-21.30 hours Monday 2 September 2013
This workshop will introduce you to creative writing as an approach to learning and teaching in the healthcare curriculum. The objectives of the workshop will be to gradually increase your understanding of the potential applications for creative writing techniques, develop your confidence and, of course, to have fun while doing so!
The workshop will address:
Skills: simple techniques teachers can use to get their students writing creatively and have fun with words. You will have a chance to practice these skills. These techniques are related to different genres of writing including poetry, prose, script writing, tweeting, etc.
Examples of good practice: you will be directed to examples of excellence in the use of creative writing in the healthcare literature and will then have a chance to think about how you could apply these approaches in your own areas of work.
Links to clinical and educational practice: applying creative writing techniques to address specific problems in theory and practice learning. For example, the use of pet names with older people, language and power, addressing plagiarism, essay writing techniques for students etc.
The curious world of peer review
Led by Professor Sian Maslin-Prothero, Professor of Nursing (Clinical),
Edith Cowan Univrsity, Australia
16.45-17.45 hours Wednesday 4 September 2013
Peer review is a process of regulation and used in academia and practice to determine a paper’s suitability for publication. As a writer and associate editor for a nurse education journal I have experienced peer review from all sides: as an author, a reviewer, and an editor. I believe that reviewing is an art and a skill – particularly when providing anonymous, blind peer review. The majority of us who undertake this role receive little preparation or training, yet without our valuable contributions publications would reflect the views of a small number of people ie the editor(s) of the journal concerned. Every review received is different with some reviewers really engaging in the process and providing extensive guidance and advice on how to develop a paper; whilst others hide behind the anonymity of the review process, giving negative, unhelpful advice.
This interactive session will provide a place for delegates to pose questions, offer advice, and share ideas, such as:
What do reviewers do?
How do you become a reviewer?
What makes a good review?
This session will enable sharing and learning, by drawing on the experience and expertise of the audience, as well offering an insight to the review process. This will be informed by the reviews I have read as an author and editor and provide suggestions on how to provide useful, constructive, responsible reviews on papers submitted for publication.
If you have any questions regarding any aspects of this conference please speak to Anna at Jill Rogers Associates