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Embedding outcomes of
research into Specific
Learning Difficulties into
future module delivery:
An example from NursingJane Wray, Research Fellow, Jayne Taghzouit, Student Support Lecturer , FHSC and Kerry Pace, Specialist Dyslexia Tutor, Disability Services
Today’s session
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• An overview of a research project which screened an cohort of student nurses for Specific Learning Difficulties (SpLD) and monitored their progression
• Collaborative work between FHSC and DS to embed the recommendations for teaching and learning into the mainstream curriculum
Project Outline
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• Project took place Sept 07 - Dec 08
• Funded: FHSC, University of Hull Student Support Services, HEA Health Sciences and Practice Mini-Project Funding, Yorkshire and Humber Strategic Health Authority
• Project Team: Jane Wray, Paula Harrison, Jo Aspland, Jayne Taghzouit, Kerry Pace and Helen Gibson
Method
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• A cohort of pre-registration nursing and midwifery were screened for specific learning difficulties (SpLD) using the Adult Dyslexia Check List (ADCL)
• All scores on the ADCL were recorded using 7 as a baseline
• All students scoring 7+ were invited to attend targeted study skills sessions (SSS) delivered by a Specific Learning Difficulties Tutor and the Student Support Lecturer (SSL)
• All students were encouraged to access additional testing and support through Disability Services to confirm the diagnosis
Method
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• Data was recorded on the number of students accessing the SSS and attendance patterns
• The progression of all students scoring 7+ was monitored and compared with a previous cohort
• Progression comparisons were also made within the cohort; those scoring 7+ who did access further support/SSS compared with those who did not
• Information was also collected on resource expenditure (in addition to the research costs) to ascertain the potential cost of mainstreaming the activity in future
Results: Screening
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• 242 students completed and returned the ADCL - a response rate of 98% (total cohort = 247)
• 28.5% (n=69) scored 7+ on the screening tool
• 34% of diploma students scored 7+ compared to 13% of degree students
• 22% of LD diploma scored 7+, and 39% of Child diploma
Results: Study Skills
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• Of the students who scored 7+– 59% attended the first 3
sessions– 31.5% attended sessions 4-6– Attendance during the
placement period fell to 8%– Average of 4.4 students by
semester 2
• There was no cohesive pattern in relation to score and attendance records
Results:Accessing further support
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• 38 students have accessed further assessment and support from Disability Services (55 % of those scoring 7+)
– 6 students had previously been assessed
– 32 students assessed for 1st time– 17 formally identified at close of
project (9 outstanding)– 6 students were found not to have a
SpLD (8.6% of those scoring 7+)
• 45% (n=31) students have not accessed further support
Results: Identification and Assessment
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Key contact points Sept 06 Sept 07
Average time registration to 1st contact
12.6 7.5
Average time from registration to DAST
17.5 9.8
Average time DAST to PA 7 16
Average time PA to AofN 13 22
Results: Progression
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Sept 06 Sept 07
Progressed into year 2 41% (n=7 of students identified with SpLD)
54% (n=37 of students scoring 7+) - 2 students awaiting re-assessment
Intercalated 29% (n=5) 19% (n=13)
Withdrew 6% (n=1) 10% (n=7)
Failed 23.5% (n=4) 15% (n=10)
Comparison attended vs. didnot attend study skills
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Sessions Attended
Progressed to Year 2
Progressed but with academic
conditions to be met
Discontinued for academic failure
Inter-collated for academic reasons
Inter-collated for
non-academic reasons
Withdrew from own choice
0 (n=19) 7(37%)
4(21%)
5 (26.2%) 2(10.5%)
0 1(5.3%)
1-5 (n=28) 9(32%)
5(18%)
4 (14.2%) 5(17.8%)
2(7%)
3(11%)
6-10 (n=16) 8(50%)
3(18.8%)
2(12.5%)
0 1(6.2%)
2 (12.5%)
11+ (n=6) 6 (100%) 0 0 0 0 0
General Cohort 127 (58.3%) 25(11.5%)
22 (10%) 23 (10.5%) 5(2.3%)
16 (7.3%)
And the cost? = £6,614.02
This cost is met if we retain 2 more students
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The project team recommended that the most cost effective and successful measure would be to embed the specialist sessions into the an existing module to benefit all students
Preparing for embedding
• The ‘Introduction to Nursing and Midwifery’ module was identified as the most appropriate module to deliver these sessions
• Preparatory discussions to inform the Dean and HoD to secure support
• Funding for embedding work supported by remaining research monies
• Meetings took place between the project team and the module team over summer 2009
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The sessions delivered included; • Study skills – the Transition to Higher Education
• Learning techniques that can work for you
• Learning Through Reflection
• Personal & Professional Development Planning
• Essay Writing
• The Art of Referencing and Plagiarism
• Principles of Numeracy
• Inspiration and Text Help software
• Revision Techniques
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And the challenges....
• Size of cohort (n = 237) meant far less potential for student interactivity (with each other and the lecturers) and a lack of personalisation to individual need
• Time taken to revise module
• Availability of room to teach IT in an atmosphere conducive to learning
• Teaching in abstract as the students had yet to be either academically or clinically assessed
• Ensuring the sessions had a specific HE perspective to provide sense of development for those students who had undertaken preparatory study skills course before embarking on this one
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And the initial (and anticipated) benefits....
• For students;
– Raising general awareness and understanding of SpLD– Immediate engagement with study skills and
strategies– Speedier identification and access to DSA– Earlier engagement with service (rather than at crisis
point)
• For staff;
– Raising awareness and understanding of SpLD– FREE TIME!– Skill development– Introduction to alternative resources promoting
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Feedback from module team
• I think the main impact, from my viewpoint, concerns the different questions a number of students have been able to ask as a result of these sessions. I have also noticed less emails from students reflecting high levels of anxiety. In contrast I have received more emails seeking permission in the use of approaches to the work. This indicates a more "can-do" empowering approach from students I think.
• I have been impressed with the draft essays I have read from this cohort, which could be due to the additional input. I was present at the numeracy session and this was very well received by the students. In discussion about the module in general terms with my personal students from this cohort, these sessions were well received.
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Longer term plans
• Continuing embedding work – a briefing paper is before the FHSC management group
• As FHSC staff become more skilled the specialist input is reduced over time (sustainability)
• Develop resources that have applicability across the university and across subject areas
• Continue to collect progression data
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And the rest of the university......
• Challenge to establish a programme of work to make this available to all interested faculties
• This work has been driven by a strong commitment to inclusion within the faculty and also skilled staff with specialist expertise
• Need to agree funding (who pays?)
• Interprofessional teaching and learning .... A transferable model?
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For further information
• The full project report is available on the HEA Health Sciences and Practice Website;http://www.health.heacademy.ac.uk/publications/miniproject/summaries/jwrayexecsum
•For more information please contact either Kerry Pace ([email protected]) in Disability Services or Jayne Taghzouit ([email protected]) in the FHSC
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