Academic Board Review Response to Recommendations

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2 Sydney Nursing School Academic Board Review Response to Recommendations Review completed August 2009, Final report January 2010, Response to Recommendations March 2010, Follow up response 14 February 2011 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 ( Pre report ) in January The Post report (one month) responses detail actions that have been undertaken to address the Academic Board Review report recommendations. This report was submitted to Academic Board in March 2010 and discussed at the April 2010 meeting. The Post report (one year) provides further responses on the progress the Faculty is making to respond to the Review team s recommendations. 1. The Academic Board recommends that the Faculty actively promote the opportunities for students to learn about and participate in academic governance in the Faculty. a. 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 area 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. 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 (one month) 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 1 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

3 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 (every second month). Post-Report (one year) In 2011, students are offered representation on the following SNS committees: Faculty Board, Research & Research Training Committee; Learning & Teaching Committee. Student/staff compact negotiated with all student cohorts in 2010 for introduction in 2011 this document will be distributed to all students at the start of semester one. Updated University policy information provided on noticeboards and Research students receive information about policy updates during student workshops (three per annum). 2. The Academic Board recommends that the Faculty 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. Post-Report (one month) 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. 2 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

4 3. The Academic Board recommends that the Faculty 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. Post-Report (one year) Postgraduate post registration student numbers showing a significant increase in 2011 (as at 28 January 2011 a 161% increase on acceptances compared to the same time last year). Core units of study in Masters program will have over 80 students in 2011, thus maximising the opportunity for economies of scale. Master of Nurse Practitioner numbers exceeding targets for Staff profile continues to be developed in line with specialty course needs and research strengths. Working party developed a Work pattern policy (workload allocation policy) and this was piloted in Policy forwarded to Workload Monitoring Committee. Policy currently being finetuned and will presented to Faculty Board March Business case prepared for Master of Nursing (Nurse Practitioner) and Master of Clinical Trials Practice proposals (both approved by the University for introduction in 2011). Business case prepared for proposed Bachelor of Nursing and will be prepared for proposed Master of Primary Health Care Nursing. Across the Faculty, a decrease of 25% on the number of unit of study on offer. Pre report 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. Post-Report (one month) 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 learn more about career options 3 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

5 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 at either nursing or health sciences to encourage early career researcher track. Post-Report (one year) For final year pre-registration students, a new unit of study will be introduced in 2011 specifically designed for final preparation for professional practice. Guest lecturers will be invited to address students about career options from a range of different perspectives. Workshops were held in 2010 and will continue in 2011 to help final year students develop interview skills and other skills needed in applying for professional positions. More emphasis will be placed in 2011 on promoting summer scholar opportunities to nursing students as a way of encouraging early career researcher track. In 2011, Alumni and Affiliates will be showcased in classes and electronic/print communication to provide tangible examples of career options available. 4. The Academic Board recommends that the Faculty explore the ways in which it can achieve opportunities for greater clinical engagement by academic staff. Pre report 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). Post-Report (one month) 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 4 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

6 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. This has become ever more possible under divisional model. Under the new national registration scheme (due to commence 1 July, 2010), all staff having nursing and midwifery registration will need to demonstrate continuing competence. 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. Academic staff will be teaching in clinical areas (hospitals). Post-Report (one year) In semester one, 2011, we will implement a new model of clinical education for final year preregistration students. A 2010 TIPS grant is funding the development, implementation and evaluation of this model. Final year students will have a 12 week clinical home experience in semester one. This involves both clinical practicum experience and also tutorials and other seminars to support them in their four units of study taken during the semester. Faculty staff will teach in the clinical schools every Wednesday, and this will frequently involve engagement with hospital clinical staff in delivering collaborative learning and teaching activities. This model will be fully evaluated in 2011 and it is anticipated that this approach will significantly increase SNS academic staff clinical setting engagement. SNS currently engaged in discussions with the Department of Health & Ageing (including Chief Nurse and Director General in NSW) about accreditation for Faculty practice within clinical settings. In 2010, conjoint appointment made with Royal Prince Alfred hospital. Some staff have hospital honorary positions and working with NSW Health for further access. Clinical Simulation Laboratory staff made multiple visits to hospitals to overview facility set ups and improve simulation environment for students and staff. 5. The Academic Board recommends that the Faculty ensure that student concerns in relation to the structure of combined degrees are addressed, particularly in Pre report 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. 5 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

7 relation to clinical education and the joint teaching of combined degree and graduate-entry master s students. 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. Post-Report (one month) 2010 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. 6. The Academic Board recommends that the Faculty review assessment practices Post-Report (one year) Study-eze elearning resource is now available for students (see above). Another elearning resource, SKILL UP: Information literacy competencies, will be available in semester one Introduction of an International Student Advisor in 2011 will support combined degree international students. In semester 2, 2010, an information session was held for combined degree students who will commence the nursing component of their course in This was well attended and students appreciated the opportunity to meet each other and ask questions about the next phase of their course. In January, 2011, combined degree students who did not meet the credit average requirement to take up the nursing component of their course in 2011 were invited to attend a meeting to discuss options for A small number of students attended. Pre report Through the Quality Circle process, SNS already undertakes review of assessment practices and will continue to work on improvements in this area. 6 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

8 across the Faculty to ensure consistency and clarity of advice to students, in accordance with Academic Board policy. 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. Post-Report (one month) 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. 7. The Academic Board recommends that the Faculty 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. Post-Report (one year) For first year students, a new elearning resource, SKILL UP, will be available in 2011 to help students understand and comply with the University Academic Honesty policy. This resource will be linked to one unit of study in semester one where students will be asked to practically demonstrate their understanding of that policy. It is anticipated that this will support student learning at the start of their course, and ensure they have a solid basis for further study. SNS was externally audited for assessment processes in The report was excellent, and the recommendations that were made are currently being addressed. Report and SNS response attached as an appendix. 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. Pre report Clinical placement information is available and updated on elearning sites. Clinical Education Office has student consultation times to suit students timetables. 7 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

9 Appointment of Clinical Practice Coordinator (academic oversight of clinical practice model). 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. Post-Report (one month) 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. 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. Post-Report (one year) Clinical home model being implemented in semester one, New clinical supervision models have been developed in negotiation with hospital partners. Round of Clinical Facilitator recruitment is currently underway. 8 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

10 Further upgrades to SONIA (clinical placement system). Students nominated preferences and allocated home placement in December 2010, for March 2011 placements. Continued use of elearning sites for unit of study specific information. Consultation times for students to meet with Clinical Placement staff 8. The Academic Board recommends that the Faculty make appropriate use of national and international benchmarking to evaluate the quality of its programs and the relative performance of its graduates. Pre report 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 CEQ. Graduate destination survey. Post-Report (one month) Continue above activities. Investigate international benchmarking, however this would be most relevant in the area of scholarship, 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. Post-Report (one year) International benchmarking being explored in In 2010, SNS completed benchmarking with GO8 universities. Longitudinal study continuing on GEMS cohorts in clinical settings. Results have been positive and findings will be included in evaluation of programs. 9 Z:\Academic Board Review 2009\Report from review team\sns response to ABR recommendations February 2011_12 month report_final.doc

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