Veterinary Nursing courses at the RVC

Orpet & WelshCourse Directors

Content…..

♪ Background information about RVC VN Courses♪ Constructive alignment♪ Assessment♪ The dilemmas♪ Future ideas

RVC VN Courses

Entry requirements

BSc Degree

5 GCSE’s including English language, Maths and a Science grade C and above

160 UCAS tariff points (80 A2 science)

[2 ‘A’ levels grade C or above. One

should be a science subject ]

Foundation degree

5 GCSE’s including English language, Maths and a Science grade C and above

80 UCAS tariff points (40 points at A2 science)

An ‘A’ level pass or equivalent level of study (NDipAnimal Management)]

Graduate Diploma

Qualified & RVNWorking in clinical practicePass bridging module (Contemporary Study Skills)

National Qualifications Framework

Framework for Higher Education

Qualifications levels

8 D (doctoral)

7 M (masters)

6 H (honours)

5 I (intermediate)

4 C (certificate)

3 A levels

2 GCSE

1Entry

Taken from the Framework for Foundation Degrees in Animal Health & Welfare – Lantra 2005

Framework for Higher Education Qualifications

What we expect of our students…

Foundation VN DegreeAt the end of the Foundation Degree programme the student

is expected to have:• developed a sound understanding of the principles in

their field of study, and will have learned to apply those principles more widely.

• learned to evaluate the appropriateness of different approaches to solving problems.

• attained the practical skills enabling them to perform effectively in their chosen field.

BSc (Hons) VN DegreeAt the end of the BSc(Hons) Degree programme the student is

expected to have:

• developed an understanding of a complex body of knowledge,

• developed analytical techniques and problem-solving skills that can be applied in many types of employment.

• evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively

• the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

• attained the practical skills enabling them to perform effectively in their chosen field.

Graduate Diploma in Professional and Clinical Veterinary Nursing

We want and expect our Graduate Diploma students to be able to:

• Provide creative and innovative solutions to nursing care, using an appropriate evidence-base

• Communicate with colleagues in a professional manner and be able to engage in conversation (online, written or face to face) on matters relating to professionalisation of veterinary nursing

• Perfect ‘advanced’ clinical and technical skills• Write for publication – help create VN body of

knowledge and evidence base

How on earth do we do this?

Constructive Alignment

“…Is an approach to curriculum design that optimizes the conditions for quality learning.”

(Biggs 2003)

“...If the students are to learn desired outcomes in a reasonably effective manner then the teacher’s fundamental task is to get the students to engage in learning activities that are likely to result in the students achieving those outcomes.”

(Shuell 1986: 429 cited in Biggs 2003)

So how can we engage the students?“the assessment is the curriculum as far as the

students are concerned.” Ramsden (1992)

So the whole ‘trick’ of the constructively aligned

curriculum approach is to make sure that

assessment activities stimulate students to

learn and achieve the desired learning outcomes. (Biggs, 2003)

Examples of constructive alignment in our courses:

Intended learning outcome

Teaching activity Assessment activity

Communicate with peers/colleagues in professional manner

Topic questions set in Professional Studies module discussion forum

Active participation in discussion forum (50% of overall module mark)

Reflect on care given to patient and provide some evidence based recommendations

Applying theory provided during Clinical Nursing Practice module during clinical placement

Write a Patient Care Report (50% of overall module mark)

Constructive alignment

Example of not a constructively aligned activity...?

The RCVS Portfolio of practical skills....

....except it didn’t !

Learning and Teaching Activities

We try to design our LTAs to develop our students to become independent learners and thus promote deeper learning...

‘through the learning activities (writing assignments and research for the discussion board) I have learnt and thought more about

nursing patients than ever before...’ level 6 student

But we have to design these activities to help the student build upon their skills to be able to engage in the activities...

‘instructions sometimes vague, can be unclear on what I need to do..’

level 4 student

Learning and Teaching Activities .. or assessment activities?

Formative and summative assessments ideally are learning tools;

....help the students assimilate and apply the information / theory

....directs and promotes their learning

....allows students to practice

....to receive feedback on their progress

Overview of Assessment methods GDIPModule Assessment

Contemporary Study Skills Participation in discussion forum

Report

Essay

Applied Clinical Nursing Reflective essay

Open book exam (extended short answers)

Problem Solving in Veterinary Physiology

Extended Patient Care Report

Unseen exam (EMQ & short answer)

Professional Studies Participation in discussion forum

Critical incident essay

Clinical elective modules (ECC, Medical, Surgical, Anaesthesia, Diagnostic Imaging

3 x Extended Patient Care Reports

Unseen exam (MCQ & short answer)

OSPVEs

How do we know if it’s working?

“I think the way the module and assessment are structured is very clever as all of the teaching materials over the weeks build towards the assessment really well. Thank you very much for all the hard work that has obviously gone into this module” GDip Intake 2010

“I think that the way the case scenarios have been devised in order to direct us through what we need to cover is very clever and made the physiology seem really relevant.  I also think all of the formative assessments have been particularly useful and enhanced my learning of the course materials”. GDip Intake 2010

“I have really enjoyed the big essay (EPCR). It has made me think hard about my selected topic and I feel I have increased the knowledge I already have”. GDip Intake 2010

Is it working?

Four Grad Dip essays have been published in new peer reviewed VN journal

Seven past and present GDip students have published in one of the three VN journals

Other GDip work been accepted for future publication

Overview of Assessment Methods (yr 1-3)

Module Assessment FdSc Assessment BSc

Professional Development & Clinical skills

12 station OSPVE end of 1st yr and 2nd yr

Completion of NPL and reflective blogs

12 station OSPVE end of 1st yr and 2nd yr

Completion of NPL and reflective blogs

Clinical Nursing Practice I & II

MCQ &SAQ exam

Assignments (care plan & communication essay )

MCQ &SAQ exam

Assignments (care plan & communication essay & infection control review )

Veterinary Nursing Applied Science I & II

MCQ &SAQ exam

Assignments (essay questions, case study)

MCQ &SAQ exam

Assignments (essay questions, case study)

ECC & Anaesthesia

MCQ &SAQ exam

Assignment (ECC patient care report)

MCQ &SAQ exam

Assignment (ECC patient care report)

Diagnostic Techniques

MCQ / SAQ exam MCQ / SAQ exam

Applied Nursing Care

MCQ &SAQ exam

Assignment (patient care report)

MCQ &SAQ exam

Assignment (patient care report & Professional development essay )

Professional Practice

SAQ exam,

Assignment (literature review)

SAQ exam

Assignment (literature review & welfare essay)

Overview of Assessment Methods BSc (yr4)

Module Assessment

Professional Studies Critical incident essay

Research Methods Project proposal & SAQ exam

Elective modules – BSc:

Management studies

Pharmacology

Pathology

Teaching & Assessment

Business proposal

Assignment & exam

Assignment & exam

Reflective portfolio & teaching activity

Elective modules - GDip Literature review & ‘open book’ unseen exam

Final year project Project (7,500 words)

Is it working?

If the student engages with the work – usually whatever

entry qualifications they come in with they find a way to

succeed...

Any solutions?

What now?

Assessment methods for FdSc and BScHow to differentiate between the twoBetter methods which constructively align the

course (open book, blogs, discussion forum, peer assessment etc.)

Methods to ultimately enhance the student

experience...!