Involving carers in the teaching, learning and assessment of masters students

Hdl Handle:
http://hdl.handle.net/10149/595544
Title:
Involving carers in the teaching, learning and assessment of masters students
Authors:
McSherry, R. (Rob); Duggan, S. (Sandra)
Affiliation:
Teesside University, School of Health and Social Care
Citation:
McSherry, R., Duggan, S. (2016) 'Involving carers in the teaching, learning and assessment of masters students' Nurse Education in Practice; 16 (1): pp156–159
Publisher:
Elsevier
Journal:
Nurse Education in Practice
Issue Date:
5-Sep-2015
URI:
http://hdl.handle.net/10149/595544
DOI:
10.1016/j.nepr.2015.08.015
Additional Links:
http://www.sciencedirect.com/science/article/pii/S1471595315001432
Abstract:
Involving patients and carers in teaching, learning and assessment focuses the students on person-centred care by providing the opportunity to listen to, and reflect on, the perspective of patient and / or carer and also allows the students the opportunity to work in partnership with them to effect meaningful change. This paper presents an example at Teesside University where two informal carers have been involved as partners in the programme team of The Master of Arts in Advancing Practice over the past four years. In year two of the programme, the student is required to work within their organisation and governance policies to identify, implement and evaluate a practice development change project. Involving carers at critical points throughout the year has enriched, supported and challenged the students’ learning. Evaluation has highlighted the role that carers can play in bringing a new dimension to the students’ learning experience. The authors believe that direct involvement of this kind has much potential for other programmes in improving health and social care education which, in turn, will improve health and social care services.
Type:
Article
Language:
en
Keywords:
Carer Involvement; Public Participation; Postgraduate Education in Health Care; nursing
ISSN:
1471-5953
Rights:
Following 12 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo [Accessed: 03/02/2016]

Full metadata record

DC FieldValue Language
dc.contributor.authorMcSherry, R. (Rob)en
dc.contributor.authorDuggan, S. (Sandra)en
dc.date.accessioned2016-02-03T14:57:56Zen
dc.date.available2016-02-03T14:57:56Zen
dc.date.issued2015-09-05en
dc.identifier.citationNurse Education in Practice; 16 (1): pp156–159en
dc.identifier.issn1471-5953en
dc.identifier.doi10.1016/j.nepr.2015.08.015en
dc.identifier.urihttp://hdl.handle.net/10149/595544en
dc.description.abstractInvolving patients and carers in teaching, learning and assessment focuses the students on person-centred care by providing the opportunity to listen to, and reflect on, the perspective of patient and / or carer and also allows the students the opportunity to work in partnership with them to effect meaningful change. This paper presents an example at Teesside University where two informal carers have been involved as partners in the programme team of The Master of Arts in Advancing Practice over the past four years. In year two of the programme, the student is required to work within their organisation and governance policies to identify, implement and evaluate a practice development change project. Involving carers at critical points throughout the year has enriched, supported and challenged the students’ learning. Evaluation has highlighted the role that carers can play in bringing a new dimension to the students’ learning experience. The authors believe that direct involvement of this kind has much potential for other programmes in improving health and social care education which, in turn, will improve health and social care services.en
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://www.sciencedirect.com/science/article/pii/S1471595315001432en
dc.rightsFollowing 12 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo [Accessed: 03/02/2016]en
dc.subjectCarer Involvementen
dc.subjectPublic Participationen
dc.subjectPostgraduate Education in Health Careen
dc.subjectnursingen
dc.titleInvolving carers in the teaching, learning and assessment of masters studentsen
dc.typeArticleen
dc.contributor.departmentTeesside University, School of Health and Social Careen
dc.identifier.journalNurse Education in Practiceen
or.citation.harvardMcSherry, R., Duggan, S. (2016) 'Involving carers in the teaching, learning and assessment of masters students' Nurse Education in Practice; 16 (1): pp156–159en
dc.eprint.versionPost-printen
dc.embargo12 monthsen
dc.date.accepted2015-08-30en
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