Student transitions – evaluation of an embedded skills approach to scaffolded learning in the nursing curriculum

Cassar, Angela; Funk, Roger; Hutchings, Daniella; Henderson, Fiona; Pancini, Geri

doi:10.5204/intjfyhe.v3i1.102

Cited by 3 publications

(5 citation statements)

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“…This included embedded strategies being adopted at an organizational level, even in the absence of empirical findings demonstrating the strategy's efficacy (Corbin & Karasmanis, 2010). Others report outcomes such as assessment results (for example, Boruff & Thomas, 2011;Cassar et al, 2012;Chester et al, 2013a;Chester et al, 2013b) and improvement in skill domains (for example, Fallahi et al, 2006;Mandleco et al, 2012;Rose et al, 2008) without comparison to a control group. This is problematic because without a control group, this improvement could be attributed to other variables, such as natural progression (Cook & Beckman, 2010), rather than the interventions themselves.…”

Section: Discussionmentioning

confidence: 99%

“…With a focus on information literacy skills, Boruff and Thomas' (2011) strategy, involving a lecture, workshops, and a specific assessment, was deemed successful, with 97% of students scoring at least 80% on the assessment. Cassar et al (2012) investigated a multifaceted academic skills and information literacy support strategy. Outcomes showed improvement in writing grade levels as the semester progressed and pre/posttest numeracy significantly improved.…”

Section: Behaviourmentioning

confidence: 99%

“…Academic skills are a broader domain, focused on generic educational abilities such as reading, writing, citation skills (Hitch et al, 2012), critical thinking, problem solving and information literacy (Gunn, Hearne, & Sibthorpe, 2011), technology skills, time management, communication, and working with others (Goldfinch & Hughes, 2007). On many levels, information literacy and academic skills are not discrete domains (for example, effective use of information and citation skills) and development of such skills are frequently targeted together (Bailey et al, 2007;Cassar, Funk, Hutchings, Henderson, & Pancini, 2012;Pryjmachuk, Gill, Wood, Olleveant, & Keeley, 2012).…”

Section: Introductionmentioning

confidence: 99%

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What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Munn¹,

Small²

2017

EBLIP

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Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct) and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction). Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of strategies when they are not interwoven into the curriculum, even when students were encouraged to attend on the basis that they had been identified at academic risk. Conclusions – The majority of studies included have reported positive learning outcomes following the implementation of academic skills and information literacy support strategies, irrespective of their mode of delivery (Embedded, Integrated, or Adjunct). Clear, rigorous evidence that embedded strategies offer superior learning outcomes compared to other delivery modes is lacking. However, because of poor student uptake of strategies offered outside curricula, embedded modes of academic and information literacy support are recommended for first year health science courses.

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Section: Discussionmentioning

confidence: 99%

Section: Behaviourmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Munn¹,

Small²

2017

EBLIP

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“…Since then, research has shown that outsourcing this development to other programs (for instance, generic study skills workshops) or other departments in the university (such as academic support units or the library), is ineffective due to the contextual and discipline-specific nature of academic skills (Gunn, Hearne & Sibthorpe, 2011). The need to develop disciplinespecific skills in an embedded way has been recognised in other professional undergraduate courses in nursing (Cassar, 2010) and psychology (Cranney, Morris, The International Journal of the First Year in Higher Education, 5(1) March, 2014 | 45 Spehar & Scoufis, 2008). Recognition has led to collaborations between academic staff, language and learning advisers, library staff and careers units to integrate skills throughout curricula.…”

Section: Introductionmentioning

confidence: 99%

"The university didn't actually tell us this is what you have to do": Social inclusion through embedding of academic skills in first year professional courses

et al. 2014

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The widening participation agenda means that students will be entering degree courses with increasingly diverse needs, particularly with respect to the academic skills necessary for successful tertiary study in Australia. This paper presents findings from a mixed methods project investigating first year social work students' perceived role in academic skills and their development. Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and identified a stigma associated with accessing study support services. The paper concludes that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students in the teaching and learning of academic skills, and hence constitutes a socially inclusive strategy to teaching professional courses such as social work, within higher education. Recommendations to enhance the success and sustainability of such an initiative in the current higher education environment are offered.

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“…This approach provides greater opportunities for students to learn, practice and receive feedback on their skills (Treleaven & Voola, 2011). A study previously published in this journal described an embedded approach to the development of generic academic skills using online tutorials to teach information literacy skills (Cassar, Funk, Hutchings, Henderson, & Pancini, 2012). Instruction for the development of information literacy skills is now commonly provided online in order to provide services to an increasing number of students (Anderson & May, 2010;Zhang, Watson, & Banfield, 2007).…”

Section: Introduction and Background Literaturementioning

confidence: 99%

Assessment of information literacy skills among first year students

2013

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The development of research and information literacy skills in first year students is essential, but challenging. Approaches to developing these skills that are embedded within subject design, and use a blended approach between online and face-to-face delivery are considered best practice in this area. However research has yet to identify the most appropriate form of assessment of these skills.We used constructive alignment to embed research skills in a first year subject. Students were assessed on their research skills using a diagnostic online quiz in week one, and then in week six, their application of their skills in their assignment was assessed using a rubric. We created a matched sample of the results on these two forms of assessment that included 227 students. Our main aim was to determine whether there was a relationship between quiz and rubric scores, and to assess the practical relevance of the quiz in terms of identifying students who might be in need of additional support. We found a small, but significant, positive correlation between quiz and rubric results and conclude that both the quiz and the rubric are useful forms of assessment, and that there are benefits to using both within an embedded curriculum.

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Student transitions – evaluation of an embedded skills approach to scaffolded learning in the nursing curriculum

Cited by 3 publications

References 5 publications

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

"The university didn't actually tell us this is what you have to do": Social inclusion through embedding of academic skills in first year professional courses

Assessment of information literacy skills among first year students

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