Papers by Moira McLoughlin
METHOD The evaluation was based on quantitative recording of the level of concern about neglect i... more METHOD The evaluation was based on quantitative recording of the level of concern about neglect in 14 areas at least on referral and on closure; electronic recording of key characteristics of the child, the parents and the environment; and review of textual data in ...
This chapter presents the evaluation of the use a modified triple jump for PBL as a summative ass... more This chapter presents the evaluation of the use a modified triple jump for PBL as a summative assessment strategy within an undergraduate nursing curriculum. A retrospective design was adopted to explore and evaluate the experiences of four cohorts of child branch students and their facilitators in relation to this revised assessment strategy. Findings demonstrated improved pass rates at first attempt and evidence of deeper learning and the strengths and weakness of the assessment strategy from the facilitator perspective in this innovative assessment.
Child Abuse & Neglect, 2013
Neglect has a devastating impact on children and is the most pervasive form of child maltreatment... more Neglect has a devastating impact on children and is the most pervasive form of child maltreatment in the United Kingdom. The study purpose was to establish outcomes for neglected children following structured assessment and intervention to ascertain what worked and why it worked.
This paper explores some of the difficulties, challenges and rewards for student nurses and nurse... more This paper explores some of the difficulties, challenges and rewards for student nurses and nurse aca- demics when harnessing social media (SoMe) as part of the overall learning experience. The paper draws upon data in the form of student voices, captured through an online planned Twitter chat. This data analysis provides the basis of a case study on the student experience in practice placements. A planned 1 h Twitter chat took place in June 2013, specifically aimed at student nurses. What transpired was an illuminating debate, eliciting responses from around the globe about learning in practice, mentors, and student support that lasted over 3 h. More importantly, the Twitter chat also included qualified nurses and mentors, listening and responding in real time, offering thoughts and solutions to how support and mentoring could be improved. This was in contrast to how students, locally, currently use a paper based questionnaire to give feedback in isolation. The authenticity of this feedback is often compromised by university link lecturers' who often provide a more sanitised version of this feedback to clinical place- ment. This paper explores whether it is possible to facilitate a realignment and capture the zeitgeist in order to provide the opportunity for enhancing learning in practice.
In the United Kingdom (UK), the Nursing and Midwifery Council (NMC) stipulate that practice exper... more In the United Kingdom (UK), the Nursing and Midwifery Council (NMC) stipulate that practice experience makes up 50% of the nursing curricula. We argue that mentors play a pivotal role in this experience, being the main practitioner responsible for supporting learning in practice, and the NMC's framework to support learning and assessment in practice establishes the knowledge and skills that mentors must apply in practice with students. This framework acts as a resource guide to mentors on how to successfully facilitate students clinical learning experiences, ensuring that students are "fit to practice" at the point of registration. It is recognised, therefore, that it is the mentor's responsibility, once in practice, to bridge the gap between that which students are taught in the classroom, and their actual application to practice. This paper aims to undertake an analysis of the available literature on how effective feedback from mentors to students can help to ensure this fitness to practice.
Nurse Education Today, Jan 1, 2011
Qualitative methodology has increased in application and acceptability in all research discipline... more Qualitative methodology has increased in application and acceptability in all research disciplines. In nursing, it is appropriate that a plethora of qualitative methods can be found as nurses pose real-world questions to clinical, cultural and ethical issues of patient care (Johnson, 2007 and Long and Johnson, 2007), yet the methods nurses readily use in pursuit of answers remains under intense scrutiny. One of the problems with qualitative methodology for nursing research is its place in the hierarchy of evidence (HOE); another is its comparison to the positivist constructs of what constitutes good research and the measurement of qualitative research against this. In order to position and strengthen its evidence base, nursing may well seek to distance itself from a qualitative perspective and utilise methods at the top of the HOE; yet given the relation of qualitative methods to nursing this would constrain rather than broaden the profession in search of answers and an evidence base. The comparison between qualitative and quantitative can be both mutually exclusive and rhetorical, by shifting the comparison this study takes a more reflexive position and critically appraises qualitative methods against the standards set by qualitative researchers. By comparing the design and application of qualitative methods in nursing over a two year period, the study examined how qualitative stands up to independent rather than comparative scrutiny. For the methods, a four-step mixed methods approach newly constructed by the first author was used to define the scope of the research question and develop inclusion criteria. 2. Synthesis tables were constructed to organise data, 3. Bibliometrics configured data. 4. Studies selected for inclusion in the review were critically appraised using a critical interpretive synthesis (Dixon-Woods et al., 2006). The paper outlines the research process as well as findings. Results showed of the 240 papers analysed, 27% used ad hoc or no references to qualitative; methodological terms such as thematic analysis or constant comparative methods were used inconsistently; qualitative was a catch-all panacea rather than a methodology with well-argued terms or contextual definition.
Welcome to this special edition of PESTLHE that contains some of the best papers from the Sixth E... more Welcome to this special edition of PESTLHE that contains some of the best papers from the Sixth Education in a Changing Environment (ECE) Conference -Creativity and Engagement in Higher Education (ECE2011), held at the University of Salford and MediaCityUK 6-8 July 2011.
Nurse education today, Jan 1, 2007
This paper aims to provide an informative discussion with underpinning rationales about the use o... more This paper aims to provide an informative discussion with underpinning rationales about the use of a problem-based learning (PBL) classroom model, supported by a structured process for undertaking PBL. PBL was implemented as a main teaching and learning strategy for a diploma in nursing programme as advised by the
Charlotte Lepre-Slater, logo designer ISBN No: 1 901992 57X
The Students Online in Nursing Integrated Curricula (SONIC) project has developed web-based resou... more The Students Online in Nursing Integrated Curricula (SONIC) project has developed web-based resources to support students engaged with problem-based learning (PBL). In PBL students are expected to seek their own resource material. However the diversity and capabilities of current students present their own challenges. There was evidence that demonstrated that students were already using the Internet for resource material and developing focused resources would take advantage of these actions. A variety of resources have been placed on the project website including pertinent questions. These support the methodology and encourage students to discuss their findings in their PBL groups in the usual manner. A report by Savin-Baden [1] suggests that the model of PBL used is a ‘content + support’ model and recommendations include how to move this model forward. Students have not only reported a positive view of the resources, but also reported increased confidence in their IT skills. The flexibility was particularly commented upon as students felt enabled to use the resources to fit in with their own lifestyles. This suggests that there is a place for a web-based resource which enhances learning without necessarily the need for full online learning.
Uploads
Papers by Moira McLoughlin