Plan for First Year Academic Orientation and Transition

WORKING DRAFT

Faculty of Nursing

The four Objectives set out in the Plan below are based on the First Year Experience Principles endorsed by the Academic Board at the University of Sydney in September 2000. This template is a modified version of a framework first devised by the Academic Development Unit at La Trobe University.

OBJECTIVE 1: TO FAMILIARISE STUDENTS WITH THE UNIVERSITY’S PHYSICAL ENVIRONMENT,

ACADEMIC CULTURE AND SUPPORT SERVICES

Strategy 1.1 Introduce students to physical environment. /

Initiative

Students enrol in the Faculty Building and during O week Welcome and Information sessions provide both verbal and written information. Tours provided of Faculty layout. Welcome BBQ with attendance by Faculty staff, including Dean and Associate Deans. /
Responsibility
Associate Dean 1st Year; Associate Dean prospective students. /
Outcome
Students start to become aware of the physical layout of the various buildings and learn who to go to for assistance.
1.2 Explain academic culture. / Introductory ‘lecture’ during O-week and the first lecture of every Unit of Study lay the groundwork for fostering the academic culture of the Nursing Faculty. Faculty welcome is conducted by the Associate Dean. The Faculty Dean also addresses students. Students are provided with written and WebCT information regarding expectations for academic standards and expectations. / Associate Dean 1st Year. All teaching staff for Year 1 are encouraged to be present at Welcome. / Contact between students and Faculty staff is initiated and becomes the basis for on-going contact and the development of academic relationships. This helps to foster students’ beginning awareness of the culture of the Faculty.
1.3 Promote the wider student support services of the University including Learning Centre, library, health service and counselling, equity & access, financial services, computer access. / Written and verbal information provided in student ‘pack’ during O-Week regarding Learning Centre, Counselling service, Health service, Nursing Library and other libraries on main campus, computer labs and access times. Pamphlets from various services also made available. / Associate Dean 1st Year; Year 1 teaching staff. / Students comment that (i) they know there are services available, and (ii) know how to access them.
OBJECTIVE 2: TO DEVELOP STUDENTS’ SENSE OF PURPOSE AND DIRECTION BY PROMOTING THEIR UNDERSTANDING OF WHAT THEIR COURSES INVOLVE; WHERE THEIR COURSES WILL LEAD THEM; AND WHAT THEIR LEARNING IN THOSE COURSES WILL INVOLVE.
Strategy
2.1 Promote a clear understanding of why they are doing their units of study and courses, and where the units of study and courses are directed. /

Initiative

It is important to acknowledge and bridge the theory-practice ‘gap’ in nursing. The theoretical and practical aspects and their relevance to one another as well as nursing practice are thus focused upon. In every Unit of Study teaching staff discuss the relevance of the unit of study content to students’ nursing degree and career. Students are informed in writing and verbally about the structure of the BN and how Year 1 forms a basis for studies in Years 2 and 3. The nursing units move from foundation to more focused and complex issues across the three years. The approved template for Unit of Study Outline has been introduced and is mandatory. Students’ clinical placement mid-way through Semesters 1 and 2 are used as a focal point for tutorial discussions to help reinforce their academic studies. /
Responsibility
All Unit of Study and Clinical co-ordinators and teaching staff. /
Outcome
Students begin to get a sense of the coherence and relevance of their nursing degree. Students report a better understanding of why they study the more theoretical subjects and these subjects can inform clinical practice.
2.2 Promote a clear understanding of the aims and objectives; learning outcomes; learning processes; assessment methods; and teaching and learning methods of units of study and courses. / Unit of Study Outline adopted – this provides information regarding objectives, expectations, learning outcomes, assessment etc. The Unit of Study Outline is constantly referred to during semester and is available on-line in most instances. / Unit of Study co-ordinators. / Students are provided with a focus and structure for their learning. Students have reported that this helps to reduce their uncertainty and stress about what is expected of them.
OBJECTIVE 3: TO PROMOTE AND SUPPORT STUDENTS’ ENGAGEMENT WITH THE UNIVERSITY, INCLUDING WITH THEIR PEERS.
Strategy
3.1 Promote students’ involvement in university life including engagement with their peers in and out of class. /

Initiative

A mentor system is in place which has been initiated by the Sydney University Nursing Society (SUNS). SUNS office is very active and provides social activities, events and support. Faculty staff liaise with SUNS office and there is a staff-student liaison on SRC. During class time group work is commonly used as a means of encouraging students to engage with their peers. /
Responsibility
Associate Dean 1st Year, SUNS, SRC, staff-student liaison representatives /
Outcome
Students are learning to work co-operatively and as part of a team. This is very important for healthcare professionals. Students regularly participate in social activities thus providing each other with contact and support.
3.2 Support students to stay on in their units of study and courses, by identifying ‘at risk’ students early and providing support where appropriate. / MASUS screening – students at-risk are contacted following the screening procedure (within first few weeks of Semester 1) and are strongly encouraged to undertake remedial work with the Learning Centre. Students who are performing poorly in most of their units of study are contacted at the end of Semester 1 for a formal review of their Semester 2 programme. / Associate Dean 1st year, the appropriate unit of study co-ordinator and teaching staff. / Students are helped to self-monitor their progress and identify potential areas of weakness that may impair their academic performance and progression. Importantly, these students are followed up.
OBJECTIVE 4: TO ENHANCE STUDENTS’ LEARNINGBY DEVELOPING THEIR KNOWLEDGE AND SKILLS, INCLUDING GENERIC SKILLS, AND BY TAKING INTO ACCOUNT STUDENTS’ DIVERSE BACKGROUNDS AND ABILITIES.
Strategy
4.1 Develop basic skills and knowledge in the field of study. /

Initiative

Clinical placements and laboratory practicals are part of the nursing curriculum. It is important to bridge the theory/practice gap and this is addressed at both clinical and theoretical levels. /
Responsibility
Clinical co-ordinators and teaching staff. /
Outcome
Students always report favourably on their clinical placements and request more. Students participate in workshops following clinical placement to discuss their experiences on clinical and this is very favourably received.
4.2 Develop generic skills such as group work, oral and written communication skills, research and referencing, and information literacy. / Nursing Library runs training sessions on research skills. The Faculty is currently publishing a comprehensive academic referencing and style guide. Many tutorials require group work, oral and written presentations, as well as full essays. Reflective journals, posters, formal essays are just a few of the range of tasks employed to help develop generic skills. / All teaching staff. / Students beginning to develop and acquire sound academic practices and knowledge. When asked, students report satisfaction in their growing mastery and skills.
4.3 Take account of variation in skills and experience of students and, where necessary, raise their skills and knowledge to a basic level by providing additional support and by enhancing skills already present. / Mature age and direct entry students form over 50% of the First Year Nursing cohort. The skills and life experience that mature age students commonly possess are focussed on by teaching staff and extra encouragement and support is provided to this group of students for their perceived lack of academic ability. The Combined Degree students have a Club and regular get-togethers. The Learning Centre workshops are widely advertised (on noticeboards, during lectures and tutorials) to help those students requiring remediation. / All teaching staff. / Students feel more positive and supported. This helps reduce the stress and anxiety commonly expressed by mature age/direct entry students. Longterm, this should enhance student academic performance.
4.3 Where appropriate, provide students with opportunities for flexible learning and choice to accommodate and value their diverse backgrounds. / Nursing is a prescriptive course, accredited by the NSW Nurses Registration Board. This limits choice to a large extent, however, elective units are available in Year 3. WebCT is utilised in most units of study in Year 1 with lecture outlines and computer skills exercises made available. Within First Year units of study students are provided choices of assessment topics to help foster intrinsic interest and thus mastery of course material. / Unit of Study co-ordinators. / Students exhibit intrinsic interest and excitement in their topic choices. They are more actively engaged in their learning. In the more theoretically grounded units of study, students enjoy discussing the cultural mores of their particular ethnic background during tutorial sessions. They report that this gives more meaning to their studies.