Project Team

Associate
Midwifery Professor
Faculty Development Dr KimThe
Workshops: Russell
Professional
Midwife
AssistantBSc Professor of Midwifery Amanda
Degree Programme
Wain
Assistant Professor of Midwifery
Maria Pearson
24th – 28th June 2019
Aims: To provide midwifery lecturers from across Indonesia with the
necessary knowledge and skills to support their education teams to deliver 3
theory modules from the first year of The Professional Midwife Bachelor of
Science Degree

Workshops:

Day One – How to use module descriptors to plan student learning

Day Two – How to Timetable module content?

Day Three – How to plan teaching and learning activities?

Day Four – How to introduce blended learning activities?

Day Five - How to mark written essays?

 Day One:

How to use the module

descriptors to plan teaching
and learning ?
Aim: to enable participants to use the modular structure
to plan teaching and learning activities

Learning Outcomes:

• To discuss the development of module degrees from

historical and current contexts

• To identify the role and responsibilities of module

leaders and team members
• To define a range of teaching methods
• To explore how planning for learning can be supported
by using the module descriptor, constructive alignment
• Provide an example of a module handbook
The Growth of Module
Degree Programmes
in the UK

Presentation first given by

Dr. Kim Russell
Associate Professor in Jakarta
In 2018
 Aim and Learning Outcomes

Aim: To provide an overview of the growth of modular degree

programmes in the United Kingdom (UK).

Outcomes:
• To provide an historical context
• To define the structure of module degree programmes
• To use the module descriptors discuss the the advantages
and disadvantages of modular degrees
 The Growth Of Modular Degree Programmes
In The UK
• From the 1960’s onwards the number of young adults interested in
studying for a degree increased significantly (Trow 2017)

• During the 1970’s the university student population doubled

(Universities UK 2016)

• The rapid growth of university students affected not only individual

institutions but the overall organisation of Higher Education in the UK.
•
• Increased demand led universities to examine governance structures,
administration and the student learning experience (Trow, 2017).
l

Lindley and Minchin, 2013

 Modular Degrees: Structure?

• All but a few universities offer modular degree programmes

• A module is a component or part of  undergraduate or postgraduate
degrees.
• Each module carries academic credit. Most modules carry between 10
-40 credits- UK 120 credits per year.
• Each module has its own aims, learning outcomes, assessment methods
and are taught and assessed within an academic semester
• Each module is led by a module leader
 Modular Degree programmes (continued)
Advantages
• Allow the content of programmes to be delivered and tested at
regular intervals

• Gives student a clear learning aims and objectives

• Supports student centered approaches

• Frequent opportunities for student evaluation

• Easier to identify high achieving and underachieving students

• Equitable allocation of teaching resource and estimation of

teaching resource?
 Continued….
Disadvantages
• Modules can appear separate and unrelated
• Teaching and assessment must be completed each
semester- intense learning experience?
• Increased number of assessments
• Increased marking loads for lecturers
 Activity One: Planning
The Module Team

Step 1: In your groups choose someone to be a module leader

Step 2: The group to write down the role and responsibilities of the
module leader?

Step 3: In pairs read the year 1 module descriptor you have been given

Step 4: List your ideas for what knowledge and skills you will require to
deliver the module. Module leader please write down ideas on the flip
chart paper
 Role of the Module Leader

Responsible for –

• Day to day management of the module

• Ensuring that the module adheres to University
and Faculty regulations, quality policies and
procedures.
• Organisation and delivery of the module
• Timetabling sessions
• Room bookings
• Planning and delivery of sessions
 Role of the Module Leader
• Reading Lists
• Module Handbook
• Planning Assessment
• Organising marking and moderation of
assessment
• Timely feedback to students
• Students resources (online activities)
• Ensuring content is up to date and evidence
based
• Liaison with module team
• Liaison with external speakers
• First point of contact for students
 Roles and Responsibilities of Module Team

• Producing session plans

• Ensuring module content is aligned to aims and
learning outcomes
• Teaching is of a good quality
• A point of contact for students enquires about
assessment
• Supporting assignment tutorials
• Assessment planning, marking and moderation
 Teaching and Learning Methods

Lecture Seminar

Free Study Facilitated Group Tutorials

Structured Assignment
Tutorials
 Teaching and Learning Method Definitions

Lectures: teacher provides theoretical insight into a new

concept

Seminar: small group discussion where the teacher acts as

a facilitator

Online-Learning activities: online sessions that support

independent learning and student’s active participation

(Sharma, 2010)
 Activity Two: Linking Module Content to
Teaching and Learning

Step 1: Using the module descriptor review the content of

your module and discuss appropriate teaching and learning

method
 Constructive Alignment

Constructive Alignment is a model of curriculum design

to ensure direct agreement between learning outcomes,
learning activities and assessment activities (Biggs 2003)

Learning outcomes describe what a student should be

able to do or achieve at end of the module

Teaching and Learning Activities help the student

towards the achievement of the learning outcome

Assessment tasks are designed to fulfil the learning

outcomes of the module

(Handout 6 Principles of effective teaching in higher

education)

http://www.heacademy.ac.uk/assets/ps/documents/primers/primers/ps0091_writing_learning_outcomes_mar_2005.pdf
 Activity Two: Linking Module Content to
Teaching and Learning

Step 2: Is your module constructively aligned?

Structuring a Module Handbook
Aim

Familiarise participants with a modular curricula and planning

Outcomes:

• Discuss how to organise a module team

• Describe planning teaching and learning

• Discuss the use of the Module Handbook

Aim: to enable participants to use the modular structure
to plan teaching and learning activities

Learning Outcomes:

• To discuss the development of module degrees from

historical and current contexts

• To identify the role and responsibilities of module

leaders and team members
• To define a range of teaching methods
• To explore how planning for learning can be supported
by using the module descriptor, constructive alignment
• Provide an example of a module handbook
Welcome back

What have we covered?

 Day Two:

How to timetable
module content?
 Aim and Learning Outcomes

Aim: To provide opportunities for midwifery educators to practice

timetabling a theory module

Learning Outcomes:
• To have the opportunity to review the content of year 1 theory
modules
• To work together to produce a 6-week timetable for each
module
• To identify teaching methods and make links to module
content and student learning
 Group Activity: Planning Teaching Sessions

• Step 1: In your module teams plan 3 X 2 hour sessions

for the first week of your timetable in the template
provided (30 Minutes)

• Step 2: After 30 Minutes each group moves to the next

table and completes week 2 of the timetable for that
module

• Step 3: After another 30 minutes complete week 3 of

the timetable for the final module
 Group Activity: Planning Teaching Sessions

• Step 4: Repeat activity until a 6 week timetable has

been produced for each of the 3 modules
Time
Timetabling Exercise
10.00- 12-00 1 hour 13:00-15:00 30 15.30- 17:30
minutes  
Session Title Lunch Session Title Break Session Title
 
 
Monday
           
 
 
 
 

         
 
Tuesday
 
 
 
 

         
 
Wednesday
 
 
 
 

 
Thursday
 
         
 
 
 
 
 
 
Friday
 
         
 
 
 
 Teaching and Learning Methods

Lecture (L) Seminar (S)

Free Study (FS) Facilitated Group Tutorials

Structured Assignment
(FGT)
Tutorials (SAT)
 Identifying the Teaching and Learning Method: Group Activity

Step 1: Each group to discuss the 6 weeks of the module

timetable and in their module teams.

Step 2: To identify the teaching approach and the Module

leader to add the agreed approach next to each session. E.g.
Lecture- L
Seminar – S
Free Study- FS
Facilitated Group Tutorials (FGT)
Structured Assignment Tutorials (SAT)
 Review sessions using constructive alignment

Constructive Alignment is a model of curriculum design

to ensure direct agreement between learning outcomes,
learning activities and assessment activities (Biggs 2003)

Learning outcomes describe what a student should be

able to do or achieve at end of the module

Teaching and Learning Activities help the student

towards the achievement of the learning outcome

Assessment tasks are designed to fulfil the learning

outcomes of the module

(Handout 6 Principles of effective teaching in higher

education)

http://www.heacademy.ac.uk/assets/ps/documents/primers/primers/ps0091_writing_learning_outcomes_mar_2005.pdf
 Timetable Activity: Group Feedback

Step 3: Module leader from each group feedback on how

they found the timetabling exercise
 Day two summary

Aim: To provide an overview of planning a timetable

within a modular structured curriculum.

Learning Outcomes:
• To have the opportunity to review the content of all year 1
theory modules
• To work together to produce a 6-week timetable for each
module
• To define teaching methods and made links to module content
Welcome back

What have we covered?

 Day three:
How to plan teaching
and learning
activities?
 Aim and Learning Outcomes

Aim: To provide participants to plan three different

types of teaching method from their module timetable

Learning Outcomes:

• To discuss how to determine teaching methods

• To provide midwifery educators with the opportunity
to produce session plans for a lecture, seminar and
on-line activity
• To share examples of teaching materials for each
session type
 Teaching and Learning Methods

Lecture (L) Seminar (S)

Free Study (FS) Facilitated Group Tutorials

Structured Assignment
(FGT)
Tutorials (SAT)
How to choose the most appropriate
teaching method?
Year 1 students
Consider your students current level of knowledge and choose activities that:
Focus on the development of knowledge and student’s current understanding
of midwifery practice
Will assist students to engage in the content
Will support and extend students’ learning
Will enable students to make progress in making links between theory and
evidence based midwifery practice
Planning Your Teaching and Learning
Activities

Address adult learning needs by incorporating ‘active’ rather than passive

learning into all teaching sessions
The teaching method is appropriate for group sizes
Teaching and learning reflects the programme and module learning
outcomes
Teaching and learning methods encourage student to participate in in large
and small groups and independently

(Ramsden, 2003)
 Three main methods

Rogers (1991)

• Presentation methods (Lecture)

• Demonstration, exposition, powerpoint, whiteboard, flipchart,
text or audio visual media

• Participatory methods (Seminar, Facilitated group tutorial,

Structured Assignment Tutorials)
• Interaction between teacher and learner, questions,
discussion, group work

• Discovery methods (online Study)

• Individual or group learning, exploring and discovering
knowledge for themselves
 Session Writing a Session Plan (Lecture)

• Example Session Plan: The Compassionate Midwife

(handout)

• Group Activity : To plan a two hour lecture

• Step 1 – In pairs Identify a ‘lecture’ from your module

timetable

• Step 2- Write the Aims and Learning Outcomes for the

Session using the Session Plan template.

• Step 3- Plan the content using the Session Plan template.

 Example
Lecture
Compassion

Maria Angelina Pearson

The Division of Midwifery
School of Health Sciences
Aim: To Introduce concept of Compassion in midwifery
education

Learning Outcomes:

• To define resilience
• To describe the personal attributes that contribute to
emotional intelligence
• To discuss the concept of teaching compassionate midwifery
care
• To describe self-compassion
• To describe the learning activities that may support
compassion learning
Group Activity:

What is compassion?
Discuss your thoughts in
pairs

MAP V1
Compassion?
Good thing
Desirable in healthcare
Alleviation of suffering
Means more in healthcare than the alleviation of suffering
Aristotle, belief that we could be the sufferer
World’s major religions
Not formally taught pre-2015
Recruitment

MAP V1
 Compassion-definitions
Etymology of compassion Latin, com (together with) and pati (suffer) to ‘suffer with’,
(Oxford English Dictionary, 1995, p 270).

Sympathetic concern for the hardship of others (Allen, 2004 p-95)

Compassion as a concept implies the other is of worth, a depth of care that goes beyond
a professional relationship (Hall 2013)

Compassion is a complex construct including elements of empathy, sympathy,

sensitivity, non-judgement, tolerance of distress and motivation (Youngson, 2015)

MAP V1
 Compassion Teaching research
Paucity of research on how to teach the value, emerging body in literature nursing

Seminal piece medicine Pence (1983) Can we teach Compassion?

Nursing (Adam and Taylor,2014, Adamson and Dewar 2015 Bray et al., 2014, Burnell and
Agan, 2013, Clift and Steel 2015, Curtis, 2012 et al., Curtis et 2013)

Little published work in midwifery (Menage, 2016, Pearson, 2018)

MAP V1
 Clift and Steele, 2015
Feelings of:
Research with 200+ frontline healthcare
Help professionals about what is
Listening compassion?
Empathy
Sympathy
Kindness
Understanding
Caring
Clift, M, Steel, S. Compassion in hospital care staff: what
Showing caring they think it is, what gets in its way, and how to enhance
it. In The Roar Behind the Silence. (2015) Byrom, S
Acting at the right time and Downe, S. London. Pinter and Martin. pp 21-30.

MAP V1
Enabling compassion
Dutton, 2014, Kanov et al., 2017
Noticing the other’s suffering

Feeling an empathic concern

Making sense of the situation

Taking action

At each stage of being able to act compassionately there may be disablers in contemporary
healthcare provision.

MAP V1
 Teaching the disablers to
compassion in midwifery and
solutions!

MAP V1
The Disablers to Compassion (Clift and Steel
(2015)
Conflicting Judgemental
priorities thinking

Knowledge
Technical deficit
rationality

Communication
Personal
issues
characteristics

Physical/social
environment
Compassion
Feelings

MAP V1
The disablers for being compassionate, in
midwifery?
Not enough midwives
Increase in women to care for (rising birth rate)
More women with complex physical and social care needs
Disparity between providing woman-centred care and the reality of working in an
environment where the needs (targets, financial constraint) of the institution are
perceived to take precedence
Documentation increase
Feeling under the control of management (policies & protocols)
Working with stressed colleagues
Negative interactions with women/families
Burn out
(Clift and Steele, 2015)
MAP V1
 Midwives and burnout
Burnout is commonly conceptualised as a multi-dimensional syndrome consisting of three
components: emotional exhaustion, depersonalisation, and a reduced personal accomplishment
(Mollart et al., 2013).

We can teach our students about this phenomena, how to recognise it and what may help:

Mindfulness

Physical exercise

Time away from work doing what students enjoy i.e. knitting

MAP V1
Resilience
‘The ability to bounce
back in the face of
adversity’.

Hunter, Hunter B, Warren L. (2013)

Investigating Resilience in Midwifery:
Final report. Cardiff University. Cardiff.

MAP V1
Factors contributing to resilience
• Caring and supportive relationships within and outside the family

• The capacity to make realistic plans and take steps to carry them out

• A positive view of yourself and confidence in your strengths and abilities

• Skills in communication and problem solving

• The capacity to manage strong feelings and impulses.

American Psychological Association

(2018) Original slide by Rachael Martin
UoN
Emotional Intelligence
The ability to be aware of regulate and express our own emotions together
with handling our interpersonal relationships judiciously and empathetically.

https://www.youtube.com/watch?v=Y7m9eNoB3NU

(Goleman, 1996)
Goleman’s Model (1996)
Why should we teach student midwives about emotional intelligence?

Patient-centred care (Patterson & Begley 2011).

Open communication and mutual understanding (McQueen, 2000).
Ability to interpret concerns, anticipate needs and adds to job satisfaction (Luker et al., 2000)

Ability to cope and deal with stress (Por et al 2011).

Enhances wellbeing (Por et al 2011).

Can be a predictor of job performance, team working and effective communication (Patterson
& Begley 2011).
Teaching Self-compassion
Self-compassion is simply compassion directed inward.
Neff (2011) self-compassion has three main elements:
Kindness
A sense of common humanity

Self-compassion is relevant when considering personal inadequacies, mistakes, and failures,

and confronting painful life situations that are outside our control

Teach students to not be critical of themselves

See Neff, K. D. (2011). Self-compassion. New York. William Morrow.

MAP V1
 Driven, excited, vitality Content, safe, connected

Incentive/ Non-wanting, affiliative focused

resource focused

Safeness-kindness
Wanting,
pursuing,achievingActivating Soothing

Threat focused
Protection and safety-seeking
Activating/inhibiting

Anger, anxiety and disgust

MAP V1
The Three Circles Model (Gilbert, 2009)

Soothing and connection

Drive and
achievement

Threat and
protection

MAP V1
 Teaching our students, women need a
midwife who….
Shows kindness and caring towards them ◦ How do we teach this?

Is skillful and competent in the job

Likes and values her

Listens and hears what is being said and

understands

Caring human being first expert second

Role modelling the value as teachers

(Youngson,2015)

MAP V1
 How do we reward compassionate
behaviours?
Value compassionate behaviours and
evidence of this in practice from mentors
and feedback from women

Encourage compassionate behaviours

amongst students

Competitiveness is the antithesis of

compassion

MAP V1
 Teaching the qualities of warmth?
Interpersonal warmth- endorphin release Warmth versus neutral

Interpreted very quickly by the amygdala A warm midwife protects against the

development of birth trauma”, a neutral

Tone of voice, how to speak to women
midwife does not (Ford and Ayres, 2011)

Facial Expression-smile

MAP V1
 Compassionate midwives make a difference

“ Too often we underestimate the power of a touch, a

smile, a kind word, a listening ear, an honest
compliment, or the smallest act of caring, ALL of which
have the potential to turn a life around”

Leo Buscaglia

Copyright picture Maria Angelina Pearson

MAP V1
Compassionate midwives work as a team
“If you want to travel fast go alone, if you want to travel far go together”
(African Proverb International Congress of Midwives 2014)
Copyright picture Maria Angelina Pearson

25/03/2015 MAP/V1 FERG

 Psychology and compassion
Gilbert (1989, 2005, 2009, 2019) key writer on compassion

Evolution views compassion as reproductively advantageous as nurturing and protecting

one’s young
Compassionate communities will rear the most offspring thus grow and flourish

We are the most social of species

Live in families/groups

Longest infancy-survival is dependent upon care-givers

MAP V1
 References
Bray L, O’Brien M, R, Kirton J, Zubairu, Christiansen A. (2014) The role of professional education in developing compassionate practitioners: A mixed methods
study exploring the perceptions of health professionals and pre-registration students. Nurse Education Today. 34 pp 480-486.

Burnell, L, Agan, D, L. (2013) Compassionate Care: Can it be defined and Measured? The Development of the Compassionate Care Assessment Tool.

International Journal of Caring Sciences. 6 (2) pp 180-187.

Clift, M, Steel, S. Compassion in hospital care staff: what they think it is, what gets in its way, and how to enhance it. In The Roar Behind the Silence.
(2015) Byrom, S and Downe, S. London. Pinter and Martin. pp 21-30.

Curtis K, Horton K, Smith P. (2012) Student nurse socialisation in compassionate practice: A Grounded Theory Study. Nurse Education Today 32 pp 790-795

Curtis K. (2013) 21st Century challenges faced by nursing faculty in educating for compassionate practice: Embodied interpretation of phenomenological data.

Nurse Education Today 33 pp 746-750

Dutton, J, E, Workman, K,M, Hardin, A, E. (2014) Compassion at work. Annual Review of Organizational Psychology and Organizational Behavior 1 pp 277–304.

Gilbert, P. (1989) Human nature and suffering. Lawrence Erlbaum and Associates. London.

MAP V1
 References
Gilbert, P. (2005) Compassion: Conceptualisations, Research and the use in Psychotherapy. Abingdon-on-Thames.Routledge.

Gilbert, P. (2009) The Compassionate Mind. London Constable.

Gilbert,P, Cole-King A. (2011) Compassionate care: the theory and the reality. Journal of Holistic Healthcare. 8 (3) pp 29-37.

Goleman, D. (1995) Emotional Intelligence: why it can matter more than IQ. 10th edition. New York: Bantam Books.

Hunter, Hunter B, Warren L. (2013) Investigating Resilience in Midwifery: Final report. Cardiff University. Cardiff.

Kanov, J, Powley, E, H, Walshe, E, D. (2017) is it ok to care? How compassion falters and is courageously accomplished in the midst of uncertainty.
Human relations. 70(6) PP 751–777.

Luker K.A., Austin L., Caress A. & Hallett C.E. (2000) The importance of ‘knowing the patient’: community nurses’ constructions of quality in providing palliative care.
Journal of Advanced Nursing 31(4), pp775–782.

Menage D, Bailey E, Lees S, Coad J. (2016) A concept analysis of compassionate midwifery. Journal of Advanced Nursing. 73 (3), pp 558-573.

Mollart, L, Skinner, V,M, Newing, C, (2013) Factors that may influence midwives work related stress and burnout.
Women and Birth. 26 26-32.

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 References
McQueen A. (2000) Nurse–patient relationships and partnership in hospital care. Journal of Clinical Nursing 9, pp 723–731.

Neff, K. D. (2011). Self-compassion. New York. William Morrow.

Patterson D, Begley AM. (2011) An exploration of the importance of emotional intelligence in midwifery. Evidence Based Midwifery 9 (2) pp 53-60.

Pearson, M. (2018) Educating student midwives about compassion: A critical reflection.

British Journal of Midwifery, April 2018, Vol 26, (4) PP 1-3

Pence G, E. (1983) Can compassion be taught? Journal of medical ethics. 9 pp-189-191

Por, J., Barriball, L., Fitzpatrick, J. and Roberts, J. (2011) Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse
Education Today 31(8) pp 855 – 860.

Scotland, M (2014) 2014)Why Caring Counts. The Practising Midwife. January.P20-22

Youngson R. (2015) We can learn to be caring. In Downe S, Byrom S. (2015) The Roar Behind the Silence. London Pinter and Martin. Chapter 11 p67-75

MAP V1
 Writing a Session Plan (Seminar)

• Example Session Plan: Title Normal Birth

• Group Activity : To plan a two hour seminar

• Step 1: What is a seminar- define?

• Step 2 – In pairs identify a ‘seminar’ from your module

timetable

• Step 3- Write the Aims and Learning Outcomes for the

Session using the Session Plan template.
 Session planning a seminar
Step 3 – Plan the content and teaching and learning methods
for a seminar

Key points to consider:

Size of group
Set ground rules
Timing of session
Key skills – communication, teamwork, self-confidence, benefits of small
group learning
How to facilitate small group teaching
Structured activities
Encouraging students to engage with learning and each other
Problem-based learning
Step-by-step discussion
 Writing a Session Plan (Online Learning)
• Example Session Plan: An introduction to midwifery
philosophy and models of maternity care

• Group Activity : To plan a two online learning session

• Step 1: What is an online learning activity- define?

• Step 2 – In pairs identify an online learning session from

your module timetable

• Step 3- Write the Aims and Learning Outcomes using the

Session Plan template.
 SP planning an online learning session

Step 4 – Plan the content and teaching and learning methods

for the online learning session

Key points to consider:

• Use a variety of activities to maintain interest
• Encourage the development of transferable skills e.g. literature
searching, writing skills etc.
• Ensure that the online session can be completed in the allotted time
• Ask students to bring work produced to a classroom session for
sharing and or discussion
Aim: To provide participants to plan three different
types of teaching method from their module timetable

Learning Outcomes:

• To discuss how to determine the best teaching

method
• To provide midwifery educators with the opportunity
to produce session plans for a lecture, seminar and
online activity
• To share examples of teaching materials for each
session type
Welcome back

What have we covered?

 Day Four:
How to introduce
blended learning
activities?
 Aim and Learning
Outcomes
Aim: To support midwifery educators to introduce and
develop blended learning packages for their modules?

Learning Outcomes:

• To describe the theory of blended learning and its impact

on student learning
• To share examples of ‘Open Access’ online midwifery
teaching resources
• To practise how to introduce blended learning package into
a module
Using Blended learning in a
Midwifery programme
ORIGINAL PRESENTATION
KIRSTIE COOLIN AND
ADAPTED BY
MARIA PEARSON
ASSISTANT PROFESSOR
SCHOOL OF HEALTH SCIENCES
UNIVERSITY OF NOTTINGHAM
 Define Blended Learning

• A teaching and learning approach that combines

traditional (classroom learning) with online approaches
to support student’s active participation

• A key feature of Blended Learning is the use of Virtual

Learning Environment (VLE)

(Sharma, 2010)
 Why use Blended Learning?
• An evidence-based pedagogy which combines online digital
media with traditional classroom methods.

• Blended learning offers another location to face-to-face

classroom based learning

• Blended Learning enables students to gain ‘in-depth’

knowledge and understanding in groups and independently

• Blended learning often leads to the creation of innovative

and engaging teaching materials that promote student –led,
learning
(Hockley, 2018)
Examples of Online Teaching Resources used in UoN
Midwifery BSc Curriculum
What do Nottingham Midwifery
students think of blended learning?

Focus Group (2015)

Response to E-Learning resources
It was easy to helps to give you the they provide us with a
navigate, with all the good foundation of
knowledge to engage
topics being very knowledge to then
fully with the lesson discuss further in the
clear
following face-to-face

The more interactive

there was always lots of
sessions with videos,
interesting links, questions and I’ve used notes taken
quizzes etc. were more from blended
information. I like the use of
engaging but not all
sessions are relevant to
video clips as well, they help to learning in lectures
keep us engaged
these mediums and group work
Response to E-Learning resources
Blended learning really It depends how
When combined with much you put in
helps to give a strong
the seminars they
foundation to top up in
allowed us to go and
the face-to-face
further explore the
topics it enabled interesting
and thought provoking
information and answers I have made
I feel like I have from the blended learning has helped
discussions in seminars
achieved something me understand topics more and allows
once I have completed me to contribute to lectures when we
a section go back over it
 Examples of Open Access
UoN Online Learning Sessions

https://www.nottingham.ac.uk/nursing/sonet/rlos/midwifery/abdom_exam/index.html

https://www.youtube.com/watch?v=wXTiczHhAEQ&t=2s

https://www.youtube.com/watch?v=pE4t9kwBABY&t=27s
Key Learning Point

- To introduce blended learning into a module it is important

to identify the topic and then determine the number of face-
to-face, online and/or seminar sessions
- The aim being to blend topics delivered independently
(online, free study etc.) with and classroom based learning
(lecture, seminar or structured assignment etc.)
Group Activity: Incorporating blended learning into a module
timetable

Step 1: In pairs group timetabled sessions (similar in

content) into a blended learning package. Each blended
learning package should contain the titles of at least 2
timetabled sessions. Write these down on a flip chart paper.

Step 2: In your module teams share your ideas for sessions

that can be blended. Choose 2 final session titles that will be
used to develop a blended learning package
Step 3: Review the chosen teaching methods assigned
earlier in the workshops- ensure you have a classroom
based and online session.
Step 4: Write session aims and objectives for each of
the chosen sessions
Step 5: Write a plan for the online and classroom
sessions using the planning template used in day 2
Feedback

Each module leader to

feedback on the blended
learning packages
developed
 Aim and Learning
Outcomes
Aim: To support midwifery educators to introduce and
develop blended learning packages for their modules?

Learning Outcomes:

• To describe the theory of blended learning and its impact

on student learning
• To share examples of ‘Open Access’ online midwifery
teaching resources
• To practise how to introduce blended learning package into
a module
Welcome back

What have we covered?

 Day Five -
How to mark written
essays?
Aim: To increase midwifery educators understanding of the
process of assessment at degree level and the concept of
reflection and marking reflective essays.

Learning Outcomes:
• To define assessment and its purpose in higher
education
• To highlight the Professional Midwife assessment
strategy and examine marking criteria
• To provide opportunities to mark examples of
compassionate care and reflective essays
• To provide an example of how to teach reflection and
reflective writing
 Assessing Learning in Degree Programmes?

Assessment must be designed to develop high standards of learning. Students’

learning
Assessment builds on previous learning a
Requires demonstration of higher order learning and integration of knowledge.
Assessment feedback should make it clear how the mark was awarded and how the
student can improve
Good assessment increases student satisfaction
The Higher Education Academy (2012) A marked Improvement. Transforming Higher
Education. https://www.heacademy.ac.uk/system/files/A_Marked_Improvement.pdf
Key Purpose of Assessment
•To evaluate and support student learning

•To test the learning outcomes of the module

•To act as a tool that can impact on student behaviour, attitudes

and motivation.
(Russell, Martin and Scott 2010)
Planning Assessments
A well designed
assessment allows high
achieving students to
demonstrate evaluation
and synthesis of
information
Lower achieving students
may only be able to
demonstrate description,
discussion, explanation or
application of information
 Summative Assessment Strategy
The Professional Midwife BSc (hons) Assessment strategy
consists of the following assignment types:

◦ Written Examination
◦ Written Essay
◦ Research critique and dissertation
◦ Reflective essay
◦ OSCE’s
Marking Criteria – definition?
Marking criteria are designed to make the processes
and judgements of assessment more transparent to
staff and students
Marking criteria are explicitly stated, are accessible to
both teachers and staff
To ensure quality of the assessment process
Universities are required to ‘make information and
guidance on assessment clear, accurate and accessible
to all … thereby minimizing the potential for
inconsistency of marking practice or perceived lack of
fairness’ (QAA 2006) (Quality Assurance Agency)
Types of marking Criteria?
Group Activity: Essay marking
Step 1:Review the assignment guidelines and learning outcomes
in the Compassionate Care Example Handbook

Step 2: In pairs mark the 3,000 word essay on compassionate care

and make notes about the strength and weakness of the work

Step 3: Using the marking criteria determine and agree the mark
band

Step 4: Write your mark band on the posit note and place under
the appropriate essay heading (1,2,3,4,5,)
Feedback on Essay Marking Exercise 1
Reflective Essay Assignments
The session will begin with a lecture
on reflection followed by an exercise
to mark reflective essays.
Introduction to
Reflection

Dr K Russell, Associate
Professor
Adapted by
Amanda Wain, Assistant
Professor
The Division of Midwifery
School of Health Sciences
 What is reflection?

Reflection is a everyday human activity that

is essential to cognitive development and
personal growth?

Reflective learning is based on the

assumption that all human beings learn from
both positive and negative real life
experience
 What is it?
Reflection is a principal learning strategy advocated by many regulatory
authorities and higher education institutions across the world.

Recent paradigm for midwifery education

As a learning approach, reflection increases awareness of perceptions and is an

essential element of knowledge and skill acquisition and development (Horton-
Deutsch and Sherwood 2017).

Provides opportunity to evaluate our midwifery clinical practice experiences and

apply existing knowledge to gain new insight and understanding to inform and
change our future practice (Bass et al 2017).
What is the purpose of reflection?
It guides and directs in professional practice

It determines what we do

It informs practice as it assists in choosing alternative actions

It empowers and enables us to appreciate good practice or apprehend poor

practice by reviewing and re-examining
Reflective Models:
Driscoll 1994

1993

Rolf,
2001

Schon, 1983
(1983) 1998
Effective Reflective Practice
Reflective practice is a critical and
deliberate inquiry into
professional practice in order to
gain a deeper understanding of
oneself, others and the learning of
that is shared among individuals
(Forrester, 2010, Peters, 1991;
Schon, 1983)

This can happened ‘in practice’ or

retrospectively (on Practice) and
can either be done alone or with
others
Reflection: Disadvantages
Critical reflection students are expected
to make judgments about the actions
taken by themselves and others

Requires ‘Truth telling’

Some individuals do not learn from

experience or current evidence so
provide care based on tradition and
common sense. This maybe because
previous experiences have not provided
sufficient learning; they fear the
outcome of the thought process and
reject the possibility that their opinions
will bring about change (Jarvis, 1995).
 Teaching Reflective Skills (continued)

Use practical exercises and activities to support the development of

reflective writing skills
Provide students with frequent concrete experiences (doing) e.g. case
scenarios, case notes, video clips, OSE’s, problem solving using enquiry
based learning etc.
Over the course of the programme the aim is to move students from
descriptive (story telling)to critical reflective (academic) writing
Students to see reflection in and on practice as an essential essential
part of being a ‘Professional Midwife’ – leads to Continued Professional
Development culture
 Group Work
Identifying Strengths and
Weaknesses

DIRECT QUESTIONING PROCESS INDIRECT QUESTIONING PROCESS

What is one of my strengths / What have others complimented me about?
weaknesses? What does that suggests are some of my
How do I know? strengths?

What does it look like? (is your What have others needed to help me with on
strength being organised, do you keep many occasions? Does that tell me about any
lists, have a clean desk, always on weaknesses I have?
time, never missing a deadline)
What other strengths/weaknesses
contribute to these behaviours?
(always on time because you are
organised and dedicated)

https://www.ed.ac.uk/reflection/reflectors-toolkit/self-awareness/strengths-weaknesses
Analysing Experiences
What skills / strengths made you capable of succeeding?
What weaknesses may have contributed to an unsuccessful experience?
What else may have contributed?
What might I need to change in future?
Repeat for as many experiences as you like.
How can I improve my knowledge and evidence based practice
 Some examples of how reflective writing differs from other written essays

The differences between reflective and other types of academic essays

Undergraduate Essay or Report Reflective essay

Subject matter clearly defined

The subject matter is not personal The subject matter tends to be personal. But
the names of pregnant women, midwives,
doctors etc. and the hospital or location will
be annonymised

The subject matter is likely to be given The subject/topic may be determined by the
writer

The purpose of the writing is set in advance May be structured using a particular
and follows a standard format e.g. title, reflective framework but may not
introduction etc.
The writing style is objective and likely to be The writing style is subjective and usually in
in the third person the first person (‘I’)
 Developing Reflective Writing Skills:
Initial Guidance For Students
The reason for writing reflectively- (personal journal, diary or
academic purposes etc. If an academic essay is writing in the first
person (‘I’) acceptable?

Whether others are going to see what they have written (no-one
else, a teacher who will mark it, practice mentor etc.)

How safe they feel about the material and anyone reading it

What they know about reflective writing and how able they are to
engage in it
Guidance: Ask students to choose a reflective model
Driscoll 1994

1993

Rolf,
2001

Schon, 1983
(1983) 1998
 What is the structure of a reflective essay?
Uses a validated reflective cycle/model
Describes the experience in an ethical way
Says how an individual felt about the experience
Evaluates the experience- What went well (Good
points) and what went less well (Bad points)
Ask questions about a real life experience
Critically Analyses the experience by drawing on
research evidence to increase their knowledge and
understanding
Once they have improved their understanding
explain if they would do anything differently
At the end of the essay Include an action plan of
future learning needs
Group Activity: Marking a reflective essay
Step 1: Review the assignment guidelines and learning outcomes in the module
descriptor entitled: The Art and Science of Midwifery

Step 2: In pairs mark the 1,000 word essay and make notes about the strength
and weakness of the work

Step 3: Using the marking criteria handout determine and agree the mark band

Step 4: Write your mark band on the posit note and place under the
appropriate essay heading (1,2,3,4,5,)
Feedback on Essay Marking
Exercise 2
Aims: To provide midwifery lecturers from across Indonesia with the
necessary knowledge and skills to support their education teams to deliver 3
theory modules from the first year of The Professional Midwife Bachelor of
Science Degree

Workshops:

Day One – How to use the module descriptors to plan student learning

Day Two – How to Timetable module content?

Day Three – How to plan teaching and learning activities?

Day Four – How to introduce and develop blended learning activities?

Day Five - How to mark written essays?

Feedback and Evaluation
What have you most enjoyed this week?
What have you liked?
Any other comments?
Terima Kasih