Academic Board Review Response to Recommendations

Transcription

1 Sydney Nursing School Academic Board Review Response to Recommendations Review completed August 2009, Final report January 2010, Response to Recommendations March 2010 In response to the recommendations presented in the Academic Board Review report of the Faculty of Nursing and Midwifery, please find below details of activities that had commenced prior to receiving the report ( ) in January The responses (also below) detail actions that will be or are being undertaken to address the Academic Board Review report recommendations. In January 2010, the faculty underwent a name change to Sydney Nursing School (SNS). This was ratified by Senate in December and reflects a new name for a new era. The Faculty has an ongoing commitment to improve planning and operational aspects of the Faculty, to enhance the student experience and to make a valuable contribution to the University of Sydney, the health workforce and patient outcomes. With many of the pre and post report improvements only recently implemented we are aware that it may take some time for these changes to impact on stakeholders and for outcomes to be captured by evaluation activities. In fact, many outcomes may not be fully realised or measurable until the next cohort of students enters and graduates from the newly developed curricula. 1. The Academic Board actively promote the opportunities for students to learn about and participate in academic governance in the Faculty. Pre-report Information on the Faculty s new academic governance structure was ed to all students at the commencement of 2009 Academic year. The key responsibility areas of position holders was included in the 2009 and 2010 Student Guide and Student Handbook. In 2009, student representatives attended Faculty Board meetings and were invited to raise student matters. In 2009, interested students were contacted to discuss their participation in Faculty Board and Academic Board for Details of student representatives on Faculty Board are included in the 2010 Student Handbook. In 2009 and 2010, regular student feedback meetings were held with representatives from preregistration programs. Informal feedback sessions were held with postgraduate advanced learning students during weeks involving teaching in intensive mode. 1

2 In 2009 and 2010, members of the Faculty Management Committee (FMC) initiated meetings with SRC and SUPRA to discuss issues affecting the student experience. Post-report The Faculty Governance structure is presented to new students during the Orientation Program. Engagement by student representatives on Faculty Board. In 2010, two new student representatives have been elected, with three other students being considered as Dean s nominees for Faculty Board student representatives nominated from lab/tutorial groups from pre-registration Master of Nursing (MN) Year 1 and 2. This includes representatives from combined degree programs and international students. Sydney Nursing School committees structure to be updated, with the inclusion of student representatives on appropriate committees. Subject to the students agreement, student representatives contact information posted in student common room noticeboard. In 2010, RHD students will participate in open sessions of the Research Supervisors Forum. 2. The Academic Board ensure ongoing evaluation of the new postgraduate postregistration curriculum to ensure staffing sustainability and management of costs, in order to ensure continuity of the quality of program delivery. Pre-report In 2009, 19 courses reviewed, 21 new courses for 2010, 31 rested courses with plans to delete. PG Advanced Learning courses in AB recommended structure. Sydney Nursing School uses the following evaluation tools SCEQ, USE and targeted evaluations of PG advanced Learning units of study and programs. Quality Circle meetings (Quality Coordinator, Director of relevant program, UOS coordinators and academic staff representatives) meet each semester to review unit of study outlines, assessment and pedagogical considerations relevant to professional programs. Focus groups within post-registration specialty clusters are held throughout the year. New postgraduate advanced learning courses will incorporate core units applicable to all specialty areas (eg Cancer Nursing, Mental Health Nursing etc), which contributes to staff/student ratio sustainability. 2

3 3. The Academic Board provide clearly articulated advice to pre-registration students on the range of career options available to them that would take advantage of the skills they acquire in the merging of the discipline of nursing with another academic discipline. Planned evaluation and follow up work to be completed on new courses. Academic staff work pattern (workload) planning policy being developed at Faculty level. Education focussed roles to be explored to maximise available human resources for learning and teaching activity. Development of staff profile to meet quality program staff:student ratio targets, areas of curricula expertise and research/teaching focussed roles. Work with Finance to determine costing framework. Business cases prepared for new courses to address sustainability and management of cost imperatives. A range of career opportunities is included in promotional materials, website and Student handbook. Information about Career Centre and Sydney Talent included in Orientation information and information sessions conducted by Career Centre personnel as part of Graduate preparation activities. Careers Centre s information on Career Fair s available at Student Services. Within the new MN curriculum, new units of study (NURS5081 Introduction to Nursing Practice & NURS6023 Professional Practice of Nursing) address the various nursing roles and career options available to all students. Academic advisors (MN Year 1, Year 2, Arts/Science, Health Science), Course Coordinators (Cancer and Haematology Nursing, Clinical Nursing, Nurse Practitioner, Mental Health Nursing, Intensive Care Nursing, Emergency Nursing) and Directors are available to discuss career options with current and prospective students. Information on NSW Health career expos could be forwarded to students. Student Ambassadors participating in Royal College of Nursing Australia (RCNA) Trade Expos have the opportunity to attend other trade stalls. Showcasing Alumni and Affiliates (in newsletters, Facebook, website, information nights and guest lecturers) and holding Alumni events would provide further opportunity for students to 3

4 4. The Academic Board explore the ways in which it can achieve opportunities for greater clinical engagement by academic staff. learn more about career options and career paths other nurses have taken. Explore the possibility of developing a career pathways workshop for combined degree students with the Career s Centre and invite former combined degree students. Explore the possibility of developing a career pathways workshop for graduate entry students with the Career s Centre. The workshop would provide opportunities for students to explore career options that incorporate their prior learning experiences. Students encouraged to apply for summer research scholar positions to encourage early career researcher track. Staff include clinical engagement as part of SSP applications (where relevant). Two clinically based research positions appointed in 2009 Professors in Cancer Nursing and Midwifery. Advisory boards for new programs included representation from clinical settings. Fractional appointments and secondment of academic staff allow staff to maintain Clinical Nurse Consultant roles in clinical settings. Appointment of Conjoint Lecturer in Mental Health Nursing with Royal Prince Alfred Hospital (Sydney South West Area Health Service). Further appointment of Affiliates in clinical areas. Presentations at conferences, workshops and clinical settings by academic staff. Faculty member participating in a University committee (with OGC) investigating the issue of facilitating practice for staff in clinical settings. The focus of the SNS research strategic framework on five core areas of research strength assists academic staff undertaking clinical research to improve their research profile within clinical specialty areas. Similarly, the SNS research framework has been mapped with core research strengths in other health faculties to facilitate opportunities for research active staff to participate in multidisciplinary clinically based research Under the new national registration scheme (due to commence 1 July, 2010), all staff having nursing and midwifery registration will need to demonstrate currency of practice. 4

5 The planned move to greater engagement with University of Sydney Clinical Schools and Affiliates will result in broadening opportunities for greater engagement for staff in multidisciplinary clinical areas. 5. The Academic Board ensure that student concerns in relation to the structure of combined degrees are addressed, particularly in relation to clinical education and the joint teaching of combined degree and graduate-entry master s students. SNS acknowledges that there were some difficulties for students in the former combined degree programs. Based on feedback from students and associated faculties appropriate changes have been incorporated into the design of the new combined degree courses that commenced in Advisor positions appointed in 2009 to support combined degree and MN students, as well as foster engagement with other faculties. Student Common room facilities have been provided to improve social networking opportunities and noticeboards available to enhance communication. Group work spaces are also available for students. SNS will continue to work with Campus Infrastructure Services and Sydney Medical School for a new building on main campus. The co-location on one campus would be of benefit to combined degree students and graduate-entry master s students curricula addresses the 12month (2 semester) gap in clinical placements. Each semester in the combined degree pattern will have a clinical requirement. Development of study-eze online website to support student transition to Master level study due for completion and implementation mid semester This will provide online resources related to student workload, collaborative learning, bridging background knowledge gaps, academic writing. Strengthening advisor roles, including links with partner faculties and better integration of student experiences across faculties. Increasing focus on combined degree student experiences through the representative student bodies. Development of clinical schools model of clinical education for final year students for implementation in 2011, and associated development of new model of clinical supervision , both supported by successful 2010 TIPs grants. 5

6 6. The Academic Board review assessment practices across the Faculty to ensure consistency and clarity of advice to students, in accordance with Academic Board policy. 7. The Academic Board review the administration of clinical placements to ensure clarity and consistency in procedures for their organisation and management and effective communication with students on all aspects of their placements. Through the Quality Circle process, SNS already undertakes review of assessment practices and will continue to work on improvements in this area. Faculty has an assessment policy that requires demonstration of inter-rater reliability of examination of student work. This includes meetings of teaching team to establish inter-rater reliability and post hoc testing of spread of student grades. Assessment mapping within each program is undertaken types and spread of assessments including due dates examined every semester to ensure appropriate student workloads and alignment with learning outcomes and development of graduate attributes. Workshops run in semester 2, 2009 for unit of study coordinators to consider creative and innovative assessment methods. Revised Academic Board assessment policies implemented into SNS policies and procedures in Feb Ongoing development of processes related to academic honesty to develop more diagnostic and supportive initiatives for commencing students. Exploring the use of grade descriptor sheets at unit of study level and on WebCT sites. Introduction of marking sheet for marker to include their name, signature and provision of substantive feedback. SNS acknowledges that there have been many difficulties associated with the important and large-scale activity of administering clinical placements. In part, this has been related to the programming of clinical placements in the previous MN curriculum; this is compounded by the complexity of the NSW Health placements which can be subject to government and patient demands (with little notice to the School and students). In 2009, NSW Health moved into a data base system for making placement requests and SNS is reliant on this system for making requests and managing available placements with curriculum requirements. It will take some time for the system to function optimally. Clinical placement information is available and updated on elearning sites. Clinical Education Office has student consultation times to suit students timetables. Appointment of Clinical Practice Coordinator (academic oversight of clinical practice model). 6

7 Prior to receiving Academic Board and Faculty Board approval, the academic calendar is developed in consultation with students, SUPRA and SRC (includes clinical placement blocks). Feedback from student representative meetings provided to Clinical Education Office. Introduction of clinical placement software (SONIA) allowing students to submit placement requests and allocations made based on availability of placements. Clinical Facilitator workshops held each semester to provide consistency of information on upcoming clinical placement requirements. Clarity of UOS Coordinator role in relations to the academic management of clinical placements. As part of the new MN curriculum, a new model of clinical supervision is being developed, with support from successful 2010 TIPs grant. This includes final year students being allocated a clinical home for placements. This approach will alleviate students geographical concerns. Because placements will be largely timetabled within semester this will also enable students to undertake more paid employment. Trial of a new position in 2010, Clinical Education Specialist, who will facilitate students learning in Clinical Simulation Labs and Clinical Placements. Further advances on SNS SONIA clinical placement system and investigating a query management system to handle and track high volume of requests from students. Introduction of FAQ button on website for general clinical information. Compilation of all information on Clinical Placements in a guide book (and available online) for students. Undertake a round of recruitment to develop Clinical Facilitator talent pool. Work with clinical placement settings for locally appointed Clinical Facilitators to assist with coordinating clinical home arrangements. Further training and workshops for Clinical Facilitators, as well as updating staff handbook. Semester reviews of clinical placement evaluation forms and debrief sessions for students. Updating of duty statements to reflect key activity areas and responsibilities for Clinical Education personnel. 7

8 Submission of teaching improvement internal funding schemes (TIPS). In 2010, 2 TIPS applications related to the development and implementation of clinical schools model for final year students. This approach will alleviate students geographical concerns. Because placements will largely be timetable within semester this will also enable them to undertake more paid employment. Trial of teaching improvement position Clinical Education Specialist as a way of better integrating clinical placements and on-campus clinical learning. 8. The Academic Board make appropriate use of national and international benchmarking to evaluate the quality of its programs and the relative performance of its graduates. Participation in meetings with GO8 and Council of Deans. Annual local and international fee setting. Benchmarking baseline with GO8 graduate entry programs had begun in Continue above activities. Investigate international benchmarking, however this would be most relevant in the area of research and publications, as international curricula are not directly comparable. Enhance collaborative links with the Universities of Melbourne, WA, UQ, Adelaide and Monash for the purpose of national benchmarking. Establishment of outcome standards through the quality framework, including articulating current, and development of new/further benchmarks to highlight areas for improvement. In closing, Sydney Nursing School staff and students would like to pass on our thanks to the Academic Board Review panel for the commendations and affirmations contained in the report, as well as the acknowledgement of the positive developments in the faculty and Sydney Nursing School s place in the University of Sydney. Professor Jill White Dean Sydney Nursing School 15 March