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Nicola Andrew and Dorothy Ferguson School of Health Glasgow Caledonian University

Nicola Andrew and Dorothy Ferguson School of Health Glasgow Caledonian University. Enhancing Professional Practice: a Glasgow Caledonian University School of Health Perspective. Background.

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Nicola Andrew and Dorothy Ferguson School of Health Glasgow Caledonian University

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  1. Nicola Andrew and Dorothy FergusonSchool of HealthGlasgow Caledonian University Enhancing Professional Practice: a Glasgow Caledonian University School of Health Perspective

  2. Background • New School of Health formed from existing Schools of Nursing, Midwifery and Community Health and School of Health and Social Care

  3. Background • Broadening of Professional/Academic remit • Enhanced student experience • Enhanced opportunities for research in the area of Teaching and Learning • Enhanced opportunities for SoTL

  4. Examples from Practice • Collaboration with other academics, health professionals, institutions and organisations, at home and abroad with an interest in academic practice development in health related education.

  5. Examples from Practice • Engagement with first year students and academics (Enhance Project) • Academic Development Tutors (Clear ahead; Staying the course) • Caledonian academy Scholarships ranging from projects looking at the use of second life, re-usable learning objects to the Development of Professional Identity in Academic Nursing

  6. Examples from Practice • Andrew, N., McGuinness, C., Reid, G. & Corcoran, T (2009) “Greater than the sum of its parts: transition into the first year of undergraduate nursing” Nurse Education in Practice, 9: 13-21.www.elsevier.com. • Andrew, N., McGuinness, C., Reid, G. & Corcoran, T (2007). “Supporting students in the first year of an undergraduate nursing programme: The Enhance Project”. Practice and Evidence of Scholarship and Learning in Higher Education, 2(2) 128-150. • http://www.pestlhe.org.uk/index.php/pestlhe/article/view/34/130.

  7. Exploring Academic Identity • In 2008 a small team of academics from the School of Nursing and Community Health formed an online of International Community of Novice Nurse Educators.

  8. Exploring Academic Identity • Representation from 14 countries , in the UK, Europe and beyond. • Aims were to explore: • The development of professional identity in teaching • The use and transfer of tacit knowledge • Understanding of relevant pedagogy

  9. Exploring Academic Identity • Andrew, N., Ferguson, D., Wilkie, G. & Simpson, L. (2009) Developing professional identity in nursing academics: the role of communities of practice. Nurse Education Today, 29 607-611.

  10. Other Communities • National action research projects involving registered nurses in online community on a Scotland wide basis.

  11. Other Communities • Andrew, N. & Ferguson, D (2008) “Constructing communities for learning in nursing”. International Journal of Nursing Education Scholarship, 5(1) art. 24. http://www.bepress.com/ijnes/vol5/iss1/art24/ . • Andrew, N., Tolson, D. & Ferguson, D. (2008). “Building on Wenger: communities of practice in nursing”. Nurse Education Today, 28(2):246-252.

  12. What next • Looking at the role of service Users/Carers in Health related education • Interprofessional agenda • Academic Development • Student Experience

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