Educating the Practitioner of the Future - Lt for Nursing

Introduction


Alison McLachlanPresented By Alison McLachlan

Nursing curricula represents one of the most complex programme designs, mainly because of its mandatory standards, content, proficiencies and hours of delivery (4600 theory and practice). The art of designing the optimal curricula is to a large extent in avoiding an overloaded programme by delivering innovative seamless pedagogy that meets NMC requirements and exposes the student to a diverse variety of learning styles.

Whilst quality assurance of programmes and development/enhancement is standard educational practice, it is nevertheless daunting to implement a new curricula design that impacts on the modular structure of an entire 2-year/3-year programme. The newly published NMC Standards present the opportunity to design the new nursing curricula and use a ‘state of the art’ eLearning platform that engages student learning in the context of the reality of day to day patient encounters and nursing practice.

The design of Lt recognises the limitations of traditional pedagogy within a cloud based immersive eLearning platform designed for a range of life sciences, which includes customised content for medicine and nursing. A consistent vision for nurse educators is to design and deliver a successful programme that bridges the theory: practice gap and prepares a practitioner who can competently manage patient care across the diversity of health and social care provision. Implicit in nursing education is the development of a practitioner who can optimally manage nursing care, has a duty of care to protect the public effectively and can respond to changing healthcare policy and workforce demands.

Lt uses multiple methodology (i.e. exercises, quizzes, videos, audio bites, animations, images and text) to provide maximum student interactivity through a series of authentic-life patient cases, clinical skills modules and physiological recordings (data acquisition). The approach is effective in integrating all the major components of student self-directed learning, i.e. the cognitive apprenticeship (constructivism), enquiry-based/problem-based learning, shared learning integration and the spiral curricula into one platform that dovetails seamlessly into and from clinical simulation methodology.

Schedule

E.g., 19 Dec 2018
E.g., 19 Dec 2018

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Details


Alison McLachlan

Alison McLachlan

RGN, RMN, RNT, PGCE, MN (Nursing), MPhil (Medical Law & Ethics)

I made the transition to nurse education following a career in clinical practice, where I gained a wealth of experience in several specialities; Respiratory Intensive Care, Neurosurgical /Neuroscience Intensive Care, Acute Spinal Cord Injury, Spinal Cord and Brain Injury/Stroke Rehabilitation. My clinical experience was broadened during my career in education and further developed to encompass the wider context of health and social care. 

At the University of the West of Scotland, School of Health Nursing and Midwifery in my role as the Enhancement & Quality Lead I was responsible for the School’s academic portfolio and for annual reporting on commissioned programmes to NHS Education for Scotland (NES) and for professional programmes to the Nursing & Midwifery Council (NMC)/Health Care Professional Council (HCPC). I was the School Official Correspondent to the NMC and the established Chair of the Fitness to Practise Committee dealing with serious professional conduct issues. 

I was instrumental in nurse education in designing and developing learning and teaching to replace traditional methods with innovative pedagogy which was in recognition of the growth of science and the technology-based internet society which had transformed professional expertise. Notably I designed and managed ‘state of the art’ clinical simulation facilities where students could develop clinical skills in a safe and supportive environment. This approach to learning was complemented by eLearning (Lt) through authentic patient cases/skills modules and together the pedagogies optimised the students’ clinical competency and ultimately improved patient safety.