Background: There is much emphasis in education policy and strategy on promoting girls' and women's participation in science, technology, engineering, mathematics and medicine (STEMM) advancement and innovation. The majority of students undertaking BSc (Hons) Nursing pre-registration programme are women (93.5% in year two). The programme provides significant opportunities for advancing the skills of women and men in teamwork (Tsay & Brady, 2012), technology (Omaki et al., 2016) and innovation (Gilboy et al., 2015). Aim: To investigate the impact of an integrated learning strategy across two modules of study (NUR371 Inter-professional and Collaborative Working and NUR372 Promoting Health and Wellbeing), for optimising knowledge, skills and attributes for teamwork, technology and innovation. Design and methods: A repeated measures design was utilised. Year two students worked in groups creating a poster (for NUR371) in support of the development of a Health Promotion Resource (for NUR372) and presented their learning and innovations in a student exhibition. The strategy has been evaluated in 1) a descriptive research study incorporating pre- and post-intervention tests of students’ perceptions of teamwork (n=33), 2) an evaluation survey (n=130), and 3) an independent adjudication panel.Results: Mean teamwork perception scores increased from pre- to post-intervention. Higher age was associated with more positive teamwork perceptions. The survey results indicated that the learning strategy had engendered a sense of pride among the students. The health promotion technologies, resources, and posters developed by the students were appraised as outstanding, by an independent adjudication panel at the Student Exhibition. An example of quality was a Farm Secure App targeted at primary school children. The App was further developed with support from HSENI and publicly launch in June 2016. Recommendations and Conclusion: We recommend that course directors and module teams explore the potential for optimising student learning, through integrated learning and teaching strategies across modules of study. This study has produced measurable and positive outcomes relating to teamworking as well as a number of innovative and technological products. The processes used, will be of interest to lecturers and researchers in Higher Education and pedagogic research, nationally and internationally.
|Title of host publication||Unknown Host Publication|
|Publisher||Athena SWAN, Ulster University|
|Number of pages||1|
|Publication status||Accepted/In press - 26 Sept 2016|
|Event||Gender Equality in STEMM: The Future is Bright. Athena SWAN at Ulster University - Magee Campus, Derry-Londonderry|
Duration: 26 Sept 2016 → …
|Conference||Gender Equality in STEMM: The Future is Bright. Athena SWAN at Ulster University|
|Period||26/09/16 → …|
Bibliographical noteReference text: References:
Battles, J., King, H. (2011) TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) Manual. American Institutes for Research: Washington, DC.
Gilboy, M.B., Heinerichs, S., Pazzaglia, G. (2015) Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47 (1), 109-114.
Omaki, E., Rizzutti, N., Shields, W., Zhu, J., McDonald, E., Stevens, M.W., Gielen, A. (2016)
A systematic review of technology-based interventions for unintentional injury prevention education and behaviour change. Injury Prevention. doi:10.1136/injuryprev-2015-041740
Tsay, M., Brady, M. (2012) A Case Study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of Scholarship of Teaching and Learning, 10 (2), 78-89.