High fidelity simulation: Using to technology to enhance simulation in Paramedic Practice

Posted on March 15, 2019 by Dr Dawne Irving-Bell

High fidelity simulation: Using to technology to enhance simulation in Paramedic Practice

“The paramedic team have recently been experimenting with simulation and social media to simulate techniques that replicate ‘real-world’ activities and provides students with the opportunity to explore their own learning in a controlled environment. It can be difficult to ensure both the fidelity and the relevance of a simulation in a simulation or clinical skills.

The utilisation of technology can increase the immersion of a student in simulation. Recreation of an environment can allow the student to practice skills in a safe space with the feel of working in practice, creating an unpredictable event in a predictable environment. The use of patient monitors and mannequins that produce a life-like props that can be controlled by the academic, but interacted with by the student, can further add to this.

If you interested in using this technology or looking to explore innovation in your area please get in touch or come and see us … we are presenting our current work at the SOLSTICE Conference which is being held at Edge Hill University on 4th and 5th June 2019.

Barry Matthews and Rory Mc Kelvin are Lecturer’s in Paramedic Practice and Pre-hospital Care is based at St.James, Edge Hill University’s Manchester Campus.

Supporting Transition through our bespoke Introduction to HE Study Skills Sessions:

Posted on March 14, 2019 by Gillian Pye

What happens?

Between first week and reading week the students engage with work which extends that which they started pre-course and during First Week. These sessions include input from Learning Services on accessing information and Assistive Technologies. The course team (Programme Leader & Course Leader) deliver these sessions covering active reading techniques, how to get the most out of your lectures, Harvard referencing, and the assessment protocols and practices on the programme.

What is the likely impact?

Students comment that these sessions really help give them a grounding in some of the key skills they need to develop and as these sessions run simultaneously with their first module they utilise the skills in between taught sessions to get a feel for what works best for them. The programme team is looking to build on this and develop a HE Study Skills module across both semesters in Year 1.

For more information please contact: Gillian Pye, pyeg@edgehill.ac.uk

New Year, New UniSkills!

Posted on February 12, 2019 by Helen Jamieson

With what feels like never-ending dark mornings and a long stretch ahead to Easter, Library and Learning Services understand that for some students bouncing back after the Christmas break is easier said than done!

While we hope students found space to relax and recharge for all-important semester 2, we know for some students the reality would have been more mark schemes and revision than mince pies for Rudolph….

To help students switch that study-mode back on and get their critical-thinking cogs turning again w/c 21st January Library and Learning Services, in collaboration with the Student Wellbeing team in Student Services, ran a week-long event jam-packed with informative and inspiring workshops:

Get to grips with mark scheme tips
This session was designed to demystify some common academic language found across marking criteria.

Building your resilience toolbox
This workshop was an introduction to mindfulness, helping students build resilience and learn more about how to cope with life at university.

How to be keen in 2019
This session encouraged students to ‘Jumpstart their January’ with motivating tips and techniques!

Introduction to Mindfulness
For this session we provided a calm, safe space for a spot of mindfulness.

Learn to engage to start on the right page
From notetaking and utilising tutors’ office hours, to accessing reading lists, this workshop showed students how to make the most of their contact (and non-contact) hours and find a study strategy that works for them.

Students were also invited to join us, and our team of Student Advisors, every day from 10am-4pm in Catalyst for lots of complementary academic skills activities including:

Making customisable ‘study pledge’ bookmarks
Contributing to an interactive study spaces map
Inspirational DVDs and book displays
Opportunities to shape future workshops and toolkits

For more details about all things UniSkills throughout the academic year visit our webpages or contact the Student Engagement team at uniskills@edgehill.ac.uk

Induction and Transitions: Sharing Strategies

Posted on February 10, 2019 by Dr Dawne Irving-Bell

New staff development workshops.

For further details and to book please see the CLT Website Professional Staff Development Series.

Professional Development Series

Stepping Up: Supporting student nurses with their transition into the University

Posted on February 8, 2019 by Helen Jamieson

Learning Services are currently working in collaboration with colleagues in the Faculty of Health and Social Care on a pre-entry module ‘Stepping Up to Edge Hill University’.

The aim of the pre-entry module, delivered via the Blackboard Open Education platform, is to support students with their transition into their academic programme at the University. The learning modules are designed to be interactive and engaging with embedded videos and quizzes.

Objectives of the module include:

Meeting the academic teams
Expectations of the department/the course
Introduction to the terminology and language of the University
What to expect during the first few weeks
Help and support available from Learning Services and other support departments
Discussion opportunities with other students on the same course

For more information about the pre-entry module contact Helen Jamieson via email at helen.jamieson@edgehill.ac.uk

Student Peer Mentoring- the bigger picture

Posted on February 8, 2019 by Dr John Bostock

Student Peer Mentoring is not something done in isolation but is interconnected with many other aspects of the student experience i.e. transitions, personal tutoring, wellbeing. As we now build the bigger picture it is anticipated that we will see more holistically the relevance of Student Peer Mentoring to these other very important aspects and furthermore be able to see its impact in important areas such as retention and attainment.

Student Peer Mentoring