Expansive learning: online nurse education that is co-produced, creative and critical

Conference item


Lambert, N., Pezzella, A., Vargas, A., Willimott, J. and Gleeson, H. 2021. Expansive learning: online nurse education that is co-produced, creative and critical. RCN Education Forum National Conference & Exhibition 2021. Stepping up: educating the nursing workforce in challenging times. London (Online) 20 - 21 Apr 2021
TitleExpansive learning: online nurse education that is co-produced, creative and critical
AuthorsLambert, N., Pezzella, A., Vargas, A., Willimott, J. and Gleeson, H.
Abstract

Introduction to Expansive Learning This session sets the context for Expansive Learning - a blended-learning module which can be experienced solely online if a student chooses to. We support students to develop applied skills through active enquiry & reflection on their personal and professional identities. It is designed to address the needs of our particular students. Three quarters of our B.Sc. Nursing course students are local. We are a diverse group (66% BAME) almost half are mature students and we seek to add value as many students come to study via atypical routes.
The context for nurse education is increasingly complex - all students are faced with academic stressors, which can be further compounded by factors including separation from their support networks and post-graduation job insecurity. Learners paying for their education have increased financial worries and high expectations of their academic achievement. Widening participation has rightly allowed access to many non-traditional students but it has also led to an increase in people with additional learning needs many of whom are underserved. The number of students context for nurse education is increasingly complex - all students are faced with academic stressors, which can be further compounded by factors including separation from their support networks and post-graduation job insecurity. Learners paying for their education have increased financial worries and high expectations of their academic achievement. Widening participation has rightly allowed access to many non-traditional students but it has also led to an increase in people with additional learning needs many of whom are underserved. The number of students experiencing mental health problems has increased significantly and levels of suicide in university settings continues to rise. Students studying to become nurses have added expectations in that they must also develop professional behaviours and navigate emotionally demanding workplaces. To meet these needs we co-created innovative learning experiences, ensuring dynamic and inclusive learning environments. We worked with service users, students, practitioners, carers and members of the public including artists, musicians, and staff from museums & galleries to offer choice, flexibility, volunteering opportunities, and reflective learning.
Learning objective
To establish the context of this innovative curriculum development
Supporting critical thinking and cultural competence
Nurses must be self-aware, critical thinkers in order to exercise professional judgement. They also need to demonstrate compassion and cultural competence. Appreciating creativity can be nurturing on a personal level and provides opportunities for student nurses to develop applied skills through active enquiry and reflection. In this session we will share our research findings in this area and offer practice guidance.
The module includes input from museums and galleries (British Museum, V&A, and the National Gallery) and colleagues with a range of creative backgrounds. This is a deliberate strategy to draw on art and culture as resources to support student nurses to develop resilience and professional sense of self in order to participate in a profession recognised as challenging (McKie, 2012). One way students are supported is by encouragement to recognise and regulate their emotions, one way we do this is by teaching the skills of ‘slow looking’. Art is not a panacea, but appreciating creativity can be nurturing on a personal level and provides opportunities for student nurses to develop applied skills through active enquiry and reflection (Frei et. al, 2010). Being able to work positively with diversity is a necessary skill in society and art and culture are used to support student nurses to explore the human condition outside of the biomedical model and develop the knowledge and skills which enable them to flourish as active citizens (Moorman et.al, 2017). To that end we led voluntary field trips to a range of exhibitions and galleries, we opened these up via Eventbrite to our local community and on one occasion a group ranging from 3 months to 72yrs visited Kara Walker’s Fons Americanus where we had a free discussion that covered racism to the guidance around tackling modern slavery.
Learning objectives 1. To articulate best practice in supporting student learning around diversity and cultural competence 2. To highlight ways to successfully co-produce and evaluate educational experiences that draw on arts and culture The student perspective In this session we will report back on our experience of leading an independent student review of the module as year one students and submitting a report with recommendations for improvements. We will state how we did this, what our learning was and outline our findings and suggestions We are both in practice at the moment and collaborating on a written piece is challenging so instead here's our video abstract: https://youtu.be/127exH2lhi8 Learning objectives • To share our experience of leading an independent student review of the module as year one students • To outline our findings and suggestions for improvements Social media and online engagement Social media and online working is part of health and whilst students in the past were advised to avoid a digital footprint, we actively equipped them to work within this field. We collaborated with @WeNurses to deliver an online experience for all students and this session outlines our research findings and offers suggestions to ensure best practice. The students generally adapted well to the online experience - enjoying its flexibility and the choice it offers. The Social Media component however was the most controversial area of the module with the students who were IT literate very positive and those who found it a challenge, equally vocal in their dislike of it. However it generated some extremely positive learning and the challenge will be how to take that forward whilst reducing the anxiety it provoked for some.
Learning outcomes
• To explore the findings from three surveys into using social media – in particular Twitter to enhance student learning
• To highlight some of the issues that can impact digital literacy and offer some thoughts on best practice in this area.

LanguageEnglish
ConferenceRCN Education Forum National Conference & Exhibition 2021. Stepping up: educating the nursing workforce in challenging times
Publication dates
Print20 Apr 2021
Publication process dates
Deposited23 Apr 2021
Accepted19 Apr 2021
Output statusPublished
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Thom, B., Duke, K. and Gleeson, H. 2018. EPPIC: 2nd National report executive summary (England) Descriptions of innovative approaches including professionals’ and young peoples’ perceptions and narratives. Drug and Alcohol Research Centre, Middlesex University.
EPPIC: 2nd National report (England) Descriptions of innovative approaches including professionals’ and young peoples’ perceptions and narratives
Thom, B., Duke, K. and Gleeson, H. 2018. EPPIC: 2nd National report (England) Descriptions of innovative approaches including professionals’ and young peoples’ perceptions and narratives. Drug and Alcohol Research Centre, Middlesex University.
Single women living alone in later life: a short review; understanding society
Khan, H., Hafford-Letchfield, T. and Lambert, N. 2018. Single women living alone in later life: a short review; understanding society. in: Dunk-West, P. and Hafford-Letchfield, T. (ed.) Sexuality, Sexual and Gender Identities and Intimacy Research in Social Work and Social Care: A Lifecourse Epistemology London Routledge. pp. 155-175
Stories of intimacy and sexuality in later life: solo women speak
Lambert, N., Hafford-Letchfield, T., Khan, H., Brady, D., Long, E. and Clarke, L. 2018. Stories of intimacy and sexuality in later life: solo women speak. in: Dunk-West, P. and Hafford-Letchfield, T. (ed.) Sexuality, Sexual and Gender Identities and Intimacy Research in Social Work and Social Care: A Lifecourse Epistemology London Routledge. pp. 176-196
Interventions to prevent and reduce young people’s substance use and criminal justice involvement trajectories
Gleeson, H., Duke, K., Clarke, Z. and Thom, B. 2018. Interventions to prevent and reduce young people’s substance use and criminal justice involvement trajectories. London, UK Drug and Alcohol Research Centre, Middlesex University.
Gender and identities and the public sector: what can we learn from the research findings?
Hafford-Letchfield, T. and Pezzella, A. 2018. Gender and identities and the public sector: what can we learn from the research findings? The Gender Adventure: Exploring Gender Identities, Student Conference. Middlesex University, London, UK 14 Jun 2018 pp. 1-15
The mental health challenges faced by LGBTQI migrants in Europe post migration in relation to the global LGBTQI rights agenda
Gleeson, H. and Hafford-Letchfield, T. 2018. The mental health challenges faced by LGBTQI migrants in Europe post migration in relation to the global LGBTQI rights agenda. Mental Health, Refugees and Migration. Athens Greece 24 May 2018 pp. 1-14
‘Out’ and about at work: institutionalised heteronormativity on relationships and employment
Pezzella, A. 2018. ‘Out’ and about at work: institutionalised heteronormativity on relationships and employment. in: Dunk-West, P. and Hafford-Letchfield, T. (ed.) Sexuality, Sexual and Gender Identities and Intimacy Research in Social Work and Social Care: A Lifecourse Epistemology Routledge. pp. 101-120
Barriers and determinants of physical activity among UK university students
Aceijas, C., Bello-Corassa, R., Waldhäusl, S., Lambert, N. and Cassar, S. 2016. Barriers and determinants of physical activity among UK university students. 9th EPH conference. All for Health - Health for All. Vienna, Austria 09 - 12 Nov 2016 pp. 1-2
Determinants of nutritional imbalance among UK university students: a cross sectional study
Waldhäusl, S., Aceijas, C., Lambert, N. and Bello-Corassa, R. 2016. Determinants of nutritional imbalance among UK university students: a cross sectional study. 9th EPH conference . All for Health - Health for All. Vienna, Austria 09 - 12 Nov 2016 pp. 1-2
Health related lifestyles among university students. Having the time of their lives?
Aceijas, C., Waldhäusl, S., Lambert, N., Cassar, S. and Bello-Corassa, R. 2016. Health related lifestyles among university students. Having the time of their lives? 9th EPH conference 2016. All for Health, Health for All. Vienna, Austria 09 - 12 Nov 2016 Oxford University Press (OUP). pp. 1-2 https://doi.org/10.1093/eurpub/ckw166.011
Conceptualizing, listening to and supporting students across diverse gender identities
Hafford-Letchfield, T., Pezzella, A., Cole, L. and Manning, R. 2017. Conceptualizing, listening to and supporting students across diverse gender identities. Teaching in a Time of Uncertainty: Middlesex Annual Learning and Teaching Conference 2017. Middlesex University, Hendon, London, UK 08 Sep 2017
Transgender students in post-compulsory education: a systematic review
Hafford-Letchfield, T., Pezzella, A., Cole, L. and Manning, R. 2017. Transgender students in post-compulsory education: a systematic review. International Journal of Educational Research. 86, pp. 1-12. https://doi.org/10.1016/j.ijer.2017.08.004
Sickness, "sin" and discrimination: Examining a challenge for UK mental health nursing practice with lesbian, gay and bisexual people
Carr, S. and Pezzella, A. 2017. Sickness, "sin" and discrimination: Examining a challenge for UK mental health nursing practice with lesbian, gay and bisexual people. Journal of Psychiatric and Mental Health Nursing. 24 (7), pp. 553-560. https://doi.org/10.1111/jpm.12402
The state of knowledge about LGBTQI migrants living in Canada in relation to the global LGBTQI rights agenda
Lee, E., Hafford-Letchfield, T., Pullen Sansfaçon, A., Kamgain, O., Gleeson, H. and Luu, F. 2017. The state of knowledge about LGBTQI migrants living in Canada in relation to the global LGBTQI rights agenda. Montréal, Canada Université de Montréal.
Determinants of health-related lifestyles among university students
Aceijas, C., Waldhäusl, S., Lambert, N., Cassar, S. and Bello-Corassa, R. 2017. Determinants of health-related lifestyles among university students. Perspectives in Public Health. 137 (4), pp. 227-236. https://doi.org/10.1177/1757913916666875
Going solo: Findings from a survey of women ageing without a partner and who do not have children
Hafford-Letchfield, T., Lambert, N., Long, E. and Brady, D. 2017. Going solo: Findings from a survey of women ageing without a partner and who do not have children. Journal of Women and Aging. 29 (4), pp. 321-333. https://doi.org/10.1080/08952841.2016.1187544
Coming out in the workplace and its impact on mental health: experiences of staff working in HEIs
Pezzella, A. 2016. Coming out in the workplace and its impact on mental health: experiences of staff working in HEIs. LGBTQ Inclusivity in Higher Education: 1st International Conference. University of Birmingham, UK 15 - 16 Sep 2016
LGB and T health and social care curriculum inclusion in English HEIs: emerging findings a national survey
Pezzella, A. and Carr, S. 2016. LGB and T health and social care curriculum inclusion in English HEIs: emerging findings a national survey. LGBTQ Inclusivity in Higher Education: 1st International Conference. University of Birmingham, UK. 15 - 16 Sep 2016
Trans students in post-compulsory education: a scoping review – preliminary findings
Pezzella, A., Hafford-Letchfield, T. and Cole, L. 2016. Trans students in post-compulsory education: a scoping review – preliminary findings. Sexuality and Social Work Conference 2016: Transgressing Boundaries and the Intersection of Sexualities in Social Work. University of Applied Sciences and Arts Northwestern Switzerland 18 - 19 Aug 2016
Addressing LGBTQ diversity in the social work curriculum: a pedagogical approach
Lewis-Brooke, S., Pezzella, A. and Mimirinis, M. 2016. Addressing LGBTQ diversity in the social work curriculum: a pedagogical approach. Centre for Ideas Annual Conference: Diversity. London 19 May 2016
LGB and T health and social care curriculum inclusion in English HEIs: Emerging findings from a diversity network knowledge generation project
Pezzella, A. and Carr, S. 2016. LGB and T health and social care curriculum inclusion in English HEIs: Emerging findings from a diversity network knowledge generation project. Centre for Ideas Annual Conference: Diversity. London 19 May 2016
Systematic review of approaches to using patient experience data for quality improvement in healthcare settings
Gleeson, H., Calderon, A., Swami, V., Deighton, J., Wolpert, M. and Edbrooke-Childs, J. 2016. Systematic review of approaches to using patient experience data for quality improvement in healthcare settings. BMJ Open. 6 (8). https://doi.org/10.1136/bmjopen-2016-011907
What is my life for? Exploring the experiences of SOLO women in later life
Hafford-Letchfield, T. and Lambert, N. 2016. What is my life for? Exploring the experiences of SOLO women in later life. Joint World Conference on Social Work, Education and Social Development. Seoul, South Korea 27 - 30 Jun 2016
Developing tools to promote culturally competent compassion, courage, and intercultural communication in healthcare
Papadopoulos, R., Shea, S., Taylor, G., Pezzella, A. and Foley, L. 2016. Developing tools to promote culturally competent compassion, courage, and intercultural communication in healthcare. Journal of Compassionate Health Care. 3 (1), pp. 1-10. https://doi.org/10.1186/s40639-016-0019-6
An exploration of the experiences of staff working in higher education in disclosing their sexual identity to colleagues. Barriers and benefits of being 'out at work' and how this affects their psychological wellbeing and mental health
Pezzella, A. 2015. An exploration of the experiences of staff working in higher education in disclosing their sexual identity to colleagues. Barriers and benefits of being 'out at work' and how this affects their psychological wellbeing and mental health. Early Evening Public Seminars. Middlesex University, London, United Kingdom 05 Feb 2015
Learning tools for intercultural education of healthcare practitioners in Europe
Papadopoulos, R. and Pezzella, A. 2015. Learning tools for intercultural education of healthcare practitioners in Europe.
Teaching intercultural communication skills
Pezzella, A., Foley, L., Connell, S. and Papadopoulos, R. 2015. Teaching intercultural communication skills.
Culturally competent compassion
Pezzella, A. 2015. Culturally competent compassion. 4th European Transcultural Nursing Association (ETNA) International Conference - “Reclaiming compassion as the heart of Nursing”. Budapest, Hungary 29 - 30 Jun 2015
Solo women - a new agenda for ageing?
Hafford-Letchfield, T., Lambert, N. and Long, E. 2015. Solo women - a new agenda for ageing? Journal of Fertility Counselling. 22 (1), pp. 10-12.
A snapshot review of culturally competent compassion as addressed in selected mental health textbooks for undergraduate nursing students
Papadopoulos, R. and Pezzella, A. 2015. A snapshot review of culturally competent compassion as addressed in selected mental health textbooks for undergraduate nursing students. Journal of Compassionate Health Care. 2 (3), pp. 1-7. https://doi.org/10.1186/s40639-015-0012-5
Ways of seeing : using filmaking to engage students with communities
Hafford-Letchfield, T., Clancy, C., Cartney, P., MacDonald, A., Lambert, N., Collins, D. and So, T. 2014. Ways of seeing : using filmaking to engage students with communities. Enter Mental Health Annual Symposium. Barcelona, Spain 17 - 19 Jun 2014
Going solo: exploring the intimate and broader relationships of older single women without children and the implications for their support needs in later life
Hafford-Letchfield, T., Khan, H. and Lambert, N. 2014. Going solo: exploring the intimate and broader relationships of older single women without children and the implications for their support needs in later life. 43rd Annual Conference of the British Society of Gerontology. Southampton 01 - 03 Sep 2014 pp. 1-1
The challenge of dignity in mental health
Hadland, R. and Lambert, N. 2014. The challenge of dignity in mental health. British Journal of Mental Health Nursing. 3 (3), pp. 132-136. https://doi.org/10.12968/bjmh.2014.3.3.132
There is more to a GTA than meets the eye
Pezzella, A. 2014. There is more to a GTA than meets the eye. Health and Social Care Education. 3 (1), pp. 51-53. https://doi.org/10.11120/hsce.2014.00042
Understanding and supporting the physical health needs of clients
Lambert, N. 2012. Understanding and supporting the physical health needs of clients. Mental Health Practice. 15 (10), pp. 14-19. https://doi.org/10.7748/mhp2012.07.15.10.14.c9195
Revisit the forgotten art of letter writing
Green, A. and Lambert, N. 2013. Revisit the forgotten art of letter writing. Mental Health Practice. 16 (8), pp. 30-34. https://doi.org/10.7748/mhp2013.05.16.8.30.e821
Meet Mohammed: using simulation and technology to support learning
Lambert, N. and Watkins, L. 2013. Meet Mohammed: using simulation and technology to support learning. Journal of Mental Health Training, Education and Practice. 8 (2), pp. 66-75. https://doi.org/10.1108/JMHTEP-03-2012-0001
Ban happy sheets! — Understanding and using evaluation
Lambert, N. 2012. Ban happy sheets! — Understanding and using evaluation. Nurse Education Today. 32 (1), pp. 1-4. https://doi.org/10.1016/j.nedt.2011.05.020
Enjoyable learning: The role of humour, games, and fun activities in nursing and midwifery education
Baid, H. and Lambert, N. 2010. Enjoyable learning: The role of humour, games, and fun activities in nursing and midwifery education. Nurse Education Today. 30 (6), pp. 548-552. https://doi.org/10.1016/j.nedt.2009.11.007