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SOLSTICE & CLT Conference 2013. Building bridges with China: collaborative opportunities to enhance international experiences for academics and students Veronica Vernon & Cathy Griffiths Edge Hill University . 5 th & 6 th June 2013. Guizhou Province. Located in South West China

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SOLSTICE & CLT Conference 2013

Building bridges with China: collaborative opportunities to enhance international experiences for academics and students

Veronica Vernon & Cathy Griffiths

Edge Hill University

5th & 6th June 2013


Guizhou province
Guizhou Province

  • Located in South West China

  • Landscape -mountainous region

  • Home to 48 ethnic minorities

  • Capital Guiyang

  • Population4,324,561 (Guiyang 2010)

  • Food – Hot, spicy and sour


Background january 2012
(Background) January 2012

  • Stage One1

    • Development of a two week Summer School for Guiyang Student Nurses: 6 students and 1 English teacher

  • Stage Two

    • Design and delivery of a bespoke teaching programme in Guiyang: 6 students, 2 academics

  • Stage Three

    • Development of a three month educational programme delivered at Edge Hill University for three academics: 2 clinical nurses, 1 English teacher


Stage 1 preparation
Stage 1: preparation

Some ‘knowns’

Many ‘unknowns’


Stage 2 selection process
Stage 2:Selection Process

  • Programme delivery

  • Student Experience

  • Invitation – all students from identified cohort

  • Short listing – 17 written applications

  • Students invited to attend interview and presentation

    • “Day in the life of a student nurse”


Introductions
Introductions

  • 7 students selected ( 2 reserves)

  • A series of sessions organised to plan/organise event

    • Opportunity for students to meet each other

    • Find out about more about Guiyang

    • Share presentations

    • Discuss expectations, identify possible resources, materials

  • Date set for June




Preparing for the adventure
Preparing for the adventure

  • Preparing the student group

    • Motivation, group dynamics

    • Planning for teaching and Learning

    • Difference in culture

    • Language Barriers


Induction week guiyang style
Induction week Guiyang style!


Developing the teaching programme
Developing the Teaching Programme

  • Number of sessions?

  • ‘Knowns’ and ‘unknowns’

  • (language / knowledge)

  • What did they want form us?

  • Storming, norming, performing ….. Eventually!



Students as teachers
Students as teachers

  • Deconstruction and reconstruction of their role

  • New identity

  • Peer or protégé?

  • Power dynamics

  • ‘Student mode’

  • Effecting change in attitude and behaviour



Standing shoulder to shoulder
Standing shoulder to shoulder



Impact teacher experience
Impact: ‘Teacher’ Experience



Further research
Further research

  • Models for preparation?

  • Strategies for institutions?

  • Impact upon current and future careers?

  • Impact on patient care?



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