Now showing 1 - 4 of 4
  • Publication
    Universal Design for Learning to support nursing students: Experiences in the Field
    Higher education institutions have an increasingly diverse student population and in response have developed a range of services to support students (HEFCE 2015). Therefore, there is increased pressure to embed most support within the general university provision. As a consequence, there is a resurgence of interest in the application of universal design principles in higher education to meet the needs of individual students (AHEAD 2017). As limited international literature is available about the use of Universal Design for Learning (UDL) in nurse education; this paper will explore the application of these principles to support nursing students who have additional needs, in particular, in the practice setting.
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  • Publication
    Universal Design for Curriculum Design Case Studies from University College Dublin
    What do students say they want from university teaching and learning? We must always ensure that the student voice is central in the development of educational practices. The feedback above came from students linked with UCD Access & Lifelong Learning who were asked simple open questions about their experiences in an anonymous online survey. We asked only: what helped and what was difficult? These students overwhelmingly asked for more clarity, more flexibility and more feedback. Universal Design offers an approach which ensures the clarity, flexibility and feedback sought by students.
      350
  • Publication
    Nursing and Midwifery Workforce Readiness during a Global Pandemic: A Survey of the Experience of one hospital group in the Republic of Ireland
    Aim: To explore the mobilisation of nurses/midwives in a designated hospital group in Ireland during a global pandemic.Background: The recent global pandemic has resulted in the large-scale worldwide mobilisation of Registered Nurses and Midwives working in the acute care sector. There is a dearth of literature reporting the mobilisation of this professional workforce.Method: Mixed-methods design using an electronic survey and facilitated discussion across one Irish hospital group.Results: Eight of 11 hospitals responded to the survey. There was a 2% vacancy rate prior to the pandemic. Mobilisation included reconfiguration of clinical areas and redeployment of 9% of the nursing/midwifery workforce within two weeks of the pandemic. A total of 11% (n=343) of nurses/midwives were redeployed in three months. Nurses/midwives required re-skilling in infection prevention control, enhancement of critical care skills and documentation.Conclusions: Three key areas were identified to enable the nursing workforce readiness. These are referred to as the three ‘R’s’: Reconfiguration of specific resources; Redeployment of nurses to dedicated specialist areas and Re-skilling of nurses to safely care for the patients during the pandemic.Implications for Nursing Management: A centralised approach to Reconfiguration of clinical areas. Redeployment is enabled by closing non-essential departments. Hands-on re-skilling and reorientating staff are essential.
      564Scopus© Citations 6
  • Publication
    Evaluation of a national training programme to support engagement in mental health services: Learning enablers and learning gains
    INTRODUCTION: The Irish national mental health service provider commissioned a national training programme to support a patient and public involvement (PPI) initiative in mental health services. The programme evaluation afforded an opportunity to describe the learning gains and learning enablers and the factors that support PPI in mental health. AIM: We aimed to evaluate a PPI training programme across nine regional administrative units in a national mental health service. METHODS: We conducted a participant exit survey, using the Student Assessment of Learning Gains (SALG) instrument. We analysed the survey responses using SPSS version 24 software and applied directed content analysis to the narrative comments provided in open-ended questions. RESULTS: A total of 54 participants returned the completed questionnaire, yielding a response rate of 60 per cent. The overall mean SALG score yielded was 3.97 (SD 0.66; range 1-5), indicating that participants reported very good to excellent gains in their learning from the programme. Participants who offered narrative comments indicated an overall positive experience but suggested that all stakeholders should work together to co-produce the training. DISCUSSION: All the stakeholders in a PPI training initiative to support the engagement of service users, their families and carers in mental health, should work together to achieve their desired outcome. This requires co-production in the design, delivery and evaluation of the training initiative, and co-production can impact at both individual and local levels. IMPLICATIONS FOR PRACTICE: PPI training initiatives in mental health should retain a focus on understanding conflict resolution, committee effectiveness, interpersonal and facilitation skills. Ensuring a shared understanding of key concepts, such as co-production, is a necessary prerequisite at the co-commissioning, co-design, co-planning, co-delivery and co-assessment stages of programme development As is the need to avoid artificial or actual distinctions between health professionals and those who are non-professionals, such as the service users.
    Scopus© Citations 6  261