AUTProfessionaldevelopmentworkshops.pptVIP

AUT Professional development workshops Introduction – HA learning in UK nursing midwifery professions What do you wish to get out of the session? Presentation by HA Discussion Implications from UK research for AUT Hidden curriculum “Processes ad constraints which fall outside the formal curriculum, unarticulated unexplored” (Cribb Bignold 1999) Languages, strategies that teachers, mentors or role models use in classrooms or practice settings (CB 1999) Especially important in professional learning due to the amounts of time students spend exposed to professional culture. Hidden curriculum Tangible intangible aspects of curriculum (Spouse Redfern 2000) Paracurriculum (Hargreaves 1980) – Intangible aspects are in fact known and obvious to everyone; The paracurriculum is taught and learnt alongside the formal curriculum Conclusions cont. Students learn in a disintegrated learning environment where opposing values of learning exist What challenges do these data and this analysis present for you as mentors or leaders in learning? * Experiences of supernumerary status and the hidden curriculum in nursing: a new twist in the theory-practice gap? Helen Allan, CRNME Division of Health and Social Care Faculty of Health Medical Sciences * The study: Leadership for Learning Funded by General Nursing Council Trust for England and Wales 2 year mixed methods study in 4 sites in England: Stage 1: Literature study stakeholder interviews Stage 2: E-Survey 4000 students/717 response rate Fieldwork - participant observation of morning shifts, informal interviews with students, mentors, nursing managers. (FG Indn) Formal interviews with mentors, ward managers, practice educators, director of nursing, clinical placement facilitators, link lecturers, modern matrons, practice development nurses. * Background Historically nursing students were part of the workforce and included in rostered numbers for shifts Brainstorm memories with partner of rostered service as st