1. The Student Enrichment Programme An Inter-professional Collaboration. Helen Thomas Subject Librarian- University of Chester
2. 2 key aims driven from Faculty: to build commitment during the 3 year undergraduate nursing programme in addressing the issue of student retention. to offer structured learning support in response to academic student progression Planning, preparation and delivery was collaboratively undertaken by the university student support departments of the Learning Support Unit, Learning Information Services, Careers and Employability and pre-registration nursing staff. Aims & Planning of the Programme
3. Year 1 Refresh searching library catalogue and electronic resources pages, ebooks/ejournals Refresh and search using subject specific database CINAHL Create APA references for articles found Aims of the LIS session
4. Resources – students & staff Script for staff Worksheet and presentation for students
5. From initial evaluation of pilot study 2 key themes emerged: The students evaluated the experience as very positive and would recommend this to fellow students. Students liked the “hands on” element of the LIS session Initial attendance however, was poor and key in the students’ evaluation was that sessions were too dispersed. Emerging Themes
6. Attendance is now mandatory and sessions are conducted over 1 day, across all sites. Student enrichment links strongly to the new Nursing and Midwifery Council standards for pre-registration nursing education and for LIS to the RCN and SCONUL information literacy skills. Student enrichment has been highlighted as strength in a recent Faculty of Health and Social care internal review and is now being rolled out for 2nd and 3rd year student nurses as dedicated time within the curriculum. Current and Future Developments
Editor's Notes
Discuss the high failure rate for one particular cohort, needed addressing due to student wastage.Student adhoc and students chose when to go. Needed structure. Ehatfacuklty wantedAttended over a week initially (optional)Mandatory
What we wanted
As delivered across all sites had to allow for some scripting, more confident staff did not need this but others preferreed to have guidance. Important to consider not all staff confident in standing up and talking to groups of students
Lecturer feedabck, could tell the students who had attended session
