The incorporation of global dimensions within the programme through the successful development and promotion of overseas student exchanges
Edge Hill’s Paramedic Department and Saimaa University, Finland share best practice, specifically around clinical simulation and practical assessments. Students exchange between the departments twice a year, sharing knowledge and experience of professional clinical practice. This venture was set up very quickly and has had a direct impact on students and the local community. Future work between the institutions will involve international peer critique of working practice and evidence-based care and online live stream critique of clinical simulations.
Edge Hill’s Paramedic team has also developed a link with the University of Johannesburg and will be sending students to South Africa for the first time in 2017 to partake in a multi-agency exercise. The department has thus demonstrated the ease of setting up international partnerships. Following the collaboration with Edge Hill, some students from Saimaa University have since gained employment with the North West Ambulance Service resulting in a directly positive impact on the local community. Students have benefitted through integration of new high tech simulation facilities at St James’ in Manchester that were purchased from Finland. Simulation set up, feedback and overall management have been replicated from best working practice in Finland, further preparing students for clinical practice.
A new 3D immersive simulation suite is being installed at St James’ following a review of its impact on student learning in Finland.
An overnight scenario and team building exercise has been incorporated into the first year of the programme following work with the University of Johannesburg. Further to this, a student exchange is being developed enabling Edge Hill students the opportunity to partake in a multi-disciplinary exercise in South Africa commencing September 2017.
An increased knowledge base, and dissemination of international paramedic evidence-based practice has been embedded within the curriculum.
The student-led Midwifery Society which is supported by the Department to enrich the student learning experience
The Midwifery Society creates a recognised forum to develop an EHU community for student midwives. A Society with elected committee members promotes communication among peers and enhances a collegiate approach to sharing knowledge. In addition, a recognised forum raises the profile of the University through a series of study events and conferences at reduced/ minimal costs.
Attendance at study events/ conferences organised by the Midwifery Society has encouraged members of the Society to participate in evidence-based learning and networking opportunities. This year, the Society has organised two study events attracting national speakers at significantly reduced costs for members. Additionally, the Society has facilitated the second annual ‘mentor in practice awards’. This positive event strengthens the department’s relationship with practice placement providers.
This year, the President of the Society was a finalist for the national Student Midwife of the Year 2017 award from the Royal College of Midwives.
For further information please contact the President of the Midwifery Society by visiting:
This app, which will be piloted from September 2017, is proposed to provide support and useful information to 3rd year students whilst on placement. It will enable them to have instant access to and understand issues such as safeguarding and conflict resolution. Practical details such as travel information will also be included.
What is the likely impact?
Students will have valuable information at their fingertips, enabling them to feel more confident in the placement area.
The new placement support app which has been developed in collaboration with the Computer Science department.
Following this pilot a professional staff development workshop will be scheduled, please see the CLT website to book your place and for immediate further information please contact:
Please note this strategy will not be used with students until 2018.
What will happen?
The students are required to work in small groups to produce a 5 minute video explaining a chosen social science concept and how it applies to public health. The production of short videos is relatively simple and provides an alternative to in-class presentations. Students do not have to appear in the video which could take the form of simple animations (using free software) or illustrations/ picture with voiceover. It would be easily transferable to other modules.
The innovative and diverse assessment strategies within the modules, for example the production of a video (HUG1130)
Student ‘Transition Days’ at critical junctions within the programme which make effective use of contributions from Graduate Teaching Assistants
The transition days generally evaluate well, however informal feedback from students has been extremely positive regarding the sessions delivered by the GTAs. They find the GTA role itself ‘aspirational’. They also refer to the fact that the GTAs are ‘more on their level’, and are very interested in how research can be an employment route. This has resulted in a number of our own students applying for GTA positions, one of whom was successful.
What is the likely impact?
AHSC have delivered transition days for a number of years prior to students’ return for the next academic level. For the last couple of years we have included GTAs to talk of their research interests and current roles in regard to potential employability routes that had not been considered by the undergraduate students.
To book to attend a Professional Staff Development Seminar on this topic please click here CLT.
Including students in professional networks, conferences and field trips
Students are provided with the opportunity to engage in networking with a diverse group of nutrition and food professionals. It enables them to link the taught theory with practical applications in academia and industry. It helps them recognise the relevance of their learning on their future careers. Transferable skills include the ability to develop professional communication skills and maintaining up-to-date knowledge within the subject area.
What is the likely impact?
The students are enabled to see the scope and diversity of their subject. It also allows them to acknowledge that there are career opportunities within their particular areas of interest. Conferences and field trips also contribute towards helping them relate the theory learned to practice or real world settings.
Students have learned a number of transferable skills through the development of new business innovations such as networking, communication with external bodies, budgeting, costing and producing a business plan. It gives the students an opportunity to be creative within an otherwise very scientific subject area.
What is the impact?
This has impacted directly on the students’ confidence to present and pitch a unique product which is related to the subject area they are studying. It also enhances communication skills, professionalism, resourcefulness and team working.