Student mentoring: An exploration of the benefits of student mentors for year 1 students on an undergraduate programme.
AffiliationUniversity of Derby
MetadataShow full item record
AbstractIn 2015 I introduced the idea of student mentors for year 1 students on the BA Applied Social Work at the University of Derby. This was a small and low key idea. I recruited 5 students from the 2nd and 3rd years to run a short session during induction week and to be contactable so that new year 1s could raise questions and queries which they preferred not to raise with tutors. Discussions with all involved indicated that year 1 students wanted to have a significantly developed student mentoring scheme. So this year 19 further mentors have been recruited from current year 1 in order to develop the scheme. For 2017-18 the mentors are taking responsibility for 2 full days of student induction. They are taking responsibility for setting up and managing a Facebook group for the new year 1 students. This group will allow information to be given to new students as well as providing an opportunity for them to raise questions. Student mentors will also be involved in providing assignment guidance to year 1 students for subjects in which those mentors have been very successful. A key finding thus far has been the enthusiasm with which those invited to take on the student mentor role have responded. Keywords:
CitationJinks, G. (2017) 'Student mentoring: An exploration of the benefits of student mentors for year 1 students on an undergraduate programme.', 10th annual International Conference of Education, Research and Innovation Seville, Spain, 16-18th November.
TypeMeetings and Proceedings
Showing items related by title, author, creator and subject.
Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registrationChristensen, Martin; Aubeeluck, Aimee; Fergusson, Diana; Craft, Judy; Knight, Jessica; Wirihana, Lisa; Stupple, Edward J. N.; University of Derby; School of Nursing; Queensland University of Technology; Caboolture Campus, Tallon Street Caboolture Queensland 4510 Australia; Faculty of Medicine & Health Sciences; University of Nottingham, Royal Derby Hospital; Uttoxeter Road Derby DE22 3DT UK; et al. (2016-06)Background The transition shock sometimes associated with moving from student to registered nurse can lead to feelings of self-doubt and insecurity especially with the increased expectations and responsibilities that registration brings. Known as Imposter Phenomena, individuals often express a lack of self-confidence, uncertainty in their abilities or that others have an over inflated opinion of them. Aim The aim of this study is to examine the extent at which imposter phenomenon is evident in four final year nursing student cohorts in Australia, New Zealand and the United Kingdom. Design A survey design. Settings The study took place at 4 higher education institutes – two metropolitan campuses and two regional campuses between October 2014 and February 2015 in Australia, New Zealand and the United Kingdom. A sample of 223 final year nursing students undertaking nationally accredited nursing programmes were approached. Results Each cohort exhibited mild to moderate feelings of Imposter Phenomena. A positive weak correlation between imposter phenomena and preparedness for practice was found. The New Zealand cohort scored higher than both the Australian and United Kingdom cohorts on both feelings of imposterism and preparedness for practice. Conclusions Nursing students possess internalised feelings which suggest their performance and competence once qualified could be compromised. There is some speculation that the respective curriculums may have some bearing on preparing students for registration and beyond. It is recommended that educational programmes designed for this student cohort should be mindful of this internal conflict and potential external hostility.
Double-edged sword: How international students on an intensive programme cope with a new national and academic culture where few host culture students existSweeney Bradley, Irene; University of Derby (2017-08-18)The Work-Based Project (WBP) set out to explore how international students in a Swiss hospitality institution manage to cope with two quite different cultures to where they came from i.e. the Swiss national culture and the British academic culture. Previous research on international students have been in locations where the host culture student is in plentiful supply which is a way to help the international student adjust socioculturally. Within this WBP, the student body is made up of mainly international students and very few Swiss students. Concepts that were used to assist the exploration of this topic include: what influenced the choice of Switzerland and the institution as a place to study, along with how the information was searched for (Mazzarol and Soutar’s, 2002 Push-Pull Model; The Model of International Students’ Preferences by Cubillo, Sánchez and Cerviño, 2006). Hyde’s (2012) adaptation of Oberg’s 1960 stages of adaptation explored culture shock as a concept followed by Berry’s (1997) acculturation and coping strategies. It investigated the use of friendship networks as a way to help students cope in this new environment (Bochner, McLeod and Lin, 1977; Schartner, 2015). These models were used to provide a framework for the questioning used in the gathering of the primary research. The study is applied in nature and using a case study allowed for the exploration of the rich detail that was needed to understand how the international student feels in this environment and how they cope with it in an effort to instigate change as a result of the findings. Focus groups were used as a scoping tool to identify the key themes which were then developed into a questionnaire for distribution among the wider student body. The key findings indicate that reputation of Swiss hospitality education is influential in the decision making of the student. Word of mouth through previous students is a key way for the students to find out the information they believe they need. The findings revealed that the student views both the Swiss and academic culture of the institution as one and the same. The issue of culture shock is difficult to plot as there was such a mix of feelings identified when the decision to come to Switzerland is made and when the student arrives. The friendships that are generated have evolved since the creation of the Bochner et al (1977) Model and Schartner (2015) identified a newer group which could be added to this model i.e. friends back home as a way to help with psychological adjustment. The key conclusions drawn from the research indicate that the students use word-of-mouth to a great extent in preparation for their study abroad however, the information received is informal in nature. Those that used more sources of information felt they arrived more prepared. Friends were referred to throughout the study for many reasons however, the addition of the 4th group of friends i.e. friends back home, were used as a form of escape to cope with the challenges experienced (whether national or academic culture) due to both cultures being viewed as one and the same. Implications of this relate to how information is provided to the potential student Dissemination of the findings to those that prepare the students for their venture e.g. agents and those that have to help the student adjust upon their arrival e.g. institution members so that the student can adapt more quickly in the 18 weeks that they have to feel comfortable in their new environment.
An investigation uncovering how students and how tutors design learning objects for novice students to use when acquiring established resuscitation knowledge.Williams, Alan; University of Nottingham (2018-07-01)Higher education in the twenty-first century is experiencing transformational change due to the advances in technology, with this period referred to as the Fourth Industrial Revolution – the Information Age. Just as the three previous revolutions created step changes in society so will this one, and as the changes now are occurring over a much shorter time period academics, educators and universities have less time to understand and respond to these events. The three key technological changes are firstly the availability, power and pervasiveness of computers, secondly the development of the Internet and finally how these factors have affected knowledge and learning, in the new millennium. These changes in the Information Age have influenced learning theories and learners, with the rapidity meaning there is less time to consider and investigate how technology can be used to enhance student learning in higher education. The opportunities technology provide to improve student learning in higher education range from the design of small educational resources to overarching curricula and educational organisations themselves. This work investigated the design of small educational resources called learning objects and in particular, the storyboard creation aspect of this process and then the educational gains achieved from using said resources. The established knowledge of resuscitation was a suitable vehicle to investigation the design of learning objects as it has a strong internationally accepted theoretical foundation and nurses are required to learn this knowledge as part of their pre-registration education. The Storyboard Workshop (phase 1) of this research investigated how learning objects are designed by nursing students (n=7) and by tutors (n=6), by applying Tuckman’s stage of group development model revealing how each homogenous group functioned and what twelve pedagogical factors student-designers and tutor-designers felt important when analysed using the Learning Object Attributes Metric (LOAM) Tool. In the Learning and Evaluation (phase 2) of this investigation, novice nursing student were randomly assigned to view either the student-designed (n=58) or tutor-designed (n=61) learning object to acquire established resuscitation knowledge with the learning gain and acceptability of the resource viewed, assessed. The results of phase 1 revealed student-designers and tutor-designers generally discussed similar LOAM pedagogical factors though students spent more time discussing navigation and tutors focussed on the objective. When Tuckman’s model was applied the student-designers spent significantly less time forming and storming and significantly more time performing than the tutor-designers, suggesting when designing learning objects on established knowledge, students focus on the task whereas tutors may refer to professional experience that may distract from the design process. Phase two demonstrated irrespective of the designers, viewing either the student-designed or tutor-designed learning object conferred significant learning gains when pre and post viewing (knowledge, student-designed 4.3 to 8.3, p=.000; tutor-designed 4.4 to 8.2, p=.000 and confidence in knowledge, student-designed 5.4 to 7.5, p=.000; tutor-designed 5.3 to 6.9, p=.000) was assessed. However, the difference in confidence in knowledge significantly favoured the student-designed resource (2.1 v 1.5, p=.042), though both resources were very positively evaluated. In the design of a learning object it may be the student-designers are more attuned to their peers needs, and this effect could be exploited by ensuring students are integral in the design of a learning object for novice student to use when acquiring established knowledge. In addition, this effect may be applicable with projects to design learning objects for novice learners to acquire established knowledge, whether this has a clinical focus or for novice students in non-healthcare disciplines.