New book chapter on stimulation in a practicum course in nursing

Odd Rune Stalheim, INN
Professor Yngve Nordkvelle, INN

Odd Rune Stalheim and Yngve Nordkvelle published a chapter in the book “Self-Efficacy in Instructional Technology Contexts”. The chapter is titled “I Saved the Patient: Simulation and Self-Efficacy in Health Education“. In the chapter, they explore how technical innovations change how nurses are trained in practice.

Abstract: Historically, nurses’ training has been based on a traditional apprentice model, with most of the practice performed in real-life situations. Technological innovations have changed the way that nurses are trained in practice, in response to the continuing improvement and complex reality of nursing. In this case, simulations in designated technological laboratories for nursing education have the advantage of preparing students for real-life experiences and assist them in translating theory into action in safe and secure conditions. Simulation is a context for teaching and learning, with its huge potential for offering students affective, cognitive, and psychomotor challenges in learning. Practicing beforehand leaves more time and opportunities for students to concentrate on what is otherwise only possible to learn in complex and realistic situations. High-fidelity health simulations in safe environments offer students unique opportunities to practice skills and build self-efficacy while circumventing the possibility of human injury or distress. Additionally, student responses and satisfaction with simulation activities are reported to be very high in nursing education.

View the book here

New publication on feedback in higher education

Rachelle Esterhazy, UiO

Rachelle Esterhazy has published a new article on disciplinary practices and their relational dynamics in feedback practices, in Assessment & Evaluation in Higher Education. View the article here.

Abstract: 

Most research on feedback has paid limited attention to the role of disciplines and their relational dynamics. This article addresses this limitation by offering a conceptualisation of feedback as a relational process that emerges through feedback encounters shaped by the educational and professional practices of the discipline. Using data from a qualitative case study of an undergraduate software engineering course unit, it explores the relational dynamics between different elements of the course and how these dynamics matter for the emergence of productive feedback encounters. The findings show that a wide range of productive feedback encounters occurred between students and both human and material sources throughout the course. Feedback encounters were productive when students had the opportunity to navigate the tools and conventions necessary to participate in the educational practices of the course and, by extension, the discipline’s professional practices. Different learning activities were characterised by distinctive relational dynamics that provided various opportunities and constraints for productive feedback encounters to emerge. The findings demonstrate the importance of accounting for disciplinary practices and their relational aspects when designing for learning activities that aim to enable students to productively seek out and engage with feedback.

Full reference: Esterhazy, R. (2018) What matters for productive feedback? Disciplinary practices and their relational dynamics, Assessment & Evaluation in Higher Education, 43(8), 1302-1314

New publication on educational leadership

Bjørn Stensaker, Nicoline Frølich and Per Olaf Aamodt have published a new article based on the study programme leader survey carried out in the project. The article is titled Policy, Perceptions, and Practice: A Study of Educational Leadership and Their Balancing of Expectations and Interests at Micro-level” and is published in Higher Education Policy

The article takes a starting point in three competing perspectives on educational leadership in higher education, as being managerial, disciplinary, or stakeholder oriented. Examining these based on the survey among educational leaders, the article finds that for educational leaders, the managerial view is comparatively less relevant for how educational leaders conduct their tasks.

 

Book seminar held in Oslo

One of the key deliverables from the project will be an edited volume that discusses a range of the key results from the project. Authors of the different draft chapters met on Tuesday the 19th of June in Oslo to discuss current drafts.

The book puts focus on the notion of quality work at various levels of the organization and draws on all of the different data sources employed in the project. It will be edited by (in alphabetical order) Mari Elken, Peter Maassen, Monika Nerland, Tine S. Prøitz, Bjørn Stensaker and Agnete Vabø.

There will also be an event to mark the launch of the book! Check the website for updates!

Upcoming special issue at UNIPED

Following the symposium at the NERA conference, project researchers are also working with a special issue at UNIPED.

Associate Professor Thomas de Lange, UiO
Associate Professor Crina Damsa, UiO

Crina Damsa & Thomas de Lange, the guest editors of the special issue, describe it as:

“This special issue explores how various forms of student centered approaches have been implemented in higher education courses and programs. Its main aim is to examine and understand the way teaching methods and various forms of activity are employed to activate students and to achieve quality in the teaching and learning processes. In addition, the special issue addresses aspects of organization and leadership of study programmes in relation to the teaching and learning processes.

Implications for the educational practices will be identified following from the analysis of empirical cases from Norway and Finland. The articles and the commentaries cover a wide spectrum of disciplinary contexts, institutional contexts and levels of education and intend to identify and problematize aspects that might foster or stand in the way of achieving quality in teaching and learning. The contributions take a departure point in empirical data and engage with different research methodologies.

Overall, the ambition of this special issue is to provide a nuanced and research-based view on quality work in practice and inspire innovative efforts in the future.”

The contributions in the special issue will be both in Norwegian and English.