These slides are about nurse lecturer in higher education and how the role can enhance the student experience.

1. Role of the Nurse
Lecturer in
in higher education

2. Enhancing Student
Experience
Role of the
Nurse Lecturer in
eaching

3. The aim of teaching is simple: it is to make student learning
possible. Teaching always involves attempts to alter
students’ understanding, so that they conceptualise
phenomena and ideas in the way that scientists,
mathematicians, historians, physicists, or other experts
conceptualise them (Ramsden, 2003:7).
1

4. Theories of Teaching
in HE
P …….A….…. SD

5. Culture, QA
Resources
Students, subject, self
2

6. Encourage student – faculty contact
Encourage active learning
Respect diverse talents and ways of
working
Emphasize time on task
3

7. Enhancing Student Experience
Role of the Nurse
Lecturer in
earning

8. 1
Standard paradigm
of learning
• Transferring
• Acquiring

9. Knowledge
‘…although all of these titles and expressions refer
to learning, none of them mentions either “concept”
or “knowledge” … The talk about states has been
replaced with attention to activities … (Sfard, 1998,
p6).
2

10. 3
learning as social, practical, physical, emotional,
cognitive) …
people become through learning and learn
through becoming
whether they wish to do so or not, and whether
they are aware of the process or not’ (Hager and
Hodkinson 2009:633).
Learning as becoming

11. What is learnt is a complex social
construction that subsumes the individual
learner
Emerging paradigm

12. What is learnt is shaped by context
Learning and the learner change as context
change

13. Activity and experience-based, holistic
Activated by learners rather than by teachers

14. arises in situations where learning is not the main
aim,
often collaborative and collegial

15. Enhancing Student Experience
heading
Role of the Nurse Lecturer
in Assessing
ssessing

16. • ‘… assessment can be thought of as occurring whenever
one person, in some kind of interaction, direct or indirect,
with another, is conscious of obtaining and interpreting
information about the knowledge and understanding,
abilities and attitudes of that other person.
• To some extent or other this is an attempt to know that
person. In this light, assessment can be seen as a human
encounter.’ (Rowntree, 1987:4)
16

17. Formative : teacher intending that the knowledge
he gains about the student should be used
diagnostically in helping the student grow…..
Summative: intending to obtain information about the
student’s present state that can be reported to a third party
who may use the knowledge in deciding what to do with the
student……
(Rowntree 1987:121-122)
17
1

18. •Constructive alignment
QA-type interventions (e.g. marking grids;
more tightly defined criteria; moderation)
cannot address the underpinning problem:
assessment is a social activity not a scientific
activity.
Problems
18
2

19. ‘ When students receive comments on their
work, they should expect this to be the start
of the process, not the end of it. We need to
follow through rather than relentlessly move
on to the next activity.’ (Boud, 2012)
19
3

20. Learning Fit for
Purpose
Not
precise
Literacy
into
Course
design
Professio
nal
judgeme
nt
6 tenants from HEA

21. Feed-
forward
Identify
problemsPut
things
right
C&R1 diagnose2 Develop3Bench
marking3
Highlight
the
gap
Feedback

22. Feedback
Prompt
Criteria
Clear
Marking
fair
Detailed
comments
Clarify
NSS: assessment and feedback

23. Experience
Product
Presage
Process
The 3 ‘P’ Model
Gibbs (2010)

24. ‘to compare institutional performance in a
valid way it is necessary to measure
educational gain: the difference between
performance on a particular measure
before and after the student’s experience
of higher education’ (Gibbs 2010:6).

25. The Studentwith caring responsibilities,
less well prepared
academically
less able, or less independent
as learners,
living at home, working
significant hours off-campus in
paying jobs,
with a disability, learning in
the workplace, international
students,
Naïve student expectations

26. The Field
Aspects of university life
 quality of teaching,
academic support
provision of learning
library space…..
Aspects of clinical placement
 Mentors
conflicts
supervision
 time management
Stress & anxiety…...

27. The Field University
Liaising
Networking
Support
Facilitate
Mentor
Educate
Supervise Collaborating
An individualized role to teach from and through professional experience• to have
knowledge of contemporary issues and processes • to translate theory into practice •
inspire others through example of own practice & to facilitate learning through shared
inquiry…………
Role of the Nurse
Lecturer

28. ……. engaged in the process
of continuous enquiry,
the teacher is not there
for the sake of the student…
….both are there
for the sake of Learning..........
Humboldt (1769-1859)

29. ………..The ENHANCED EXPERIENCE…..
Enthusiastic Teacher Catalytic Mentor
Effective Learning Environment
Knowledge
Values
Activities
Knowledge
Values
Activities
Compassionate nurse

30. Thank you