Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 37
and timely information on marking criteria and
performance, which has been achieved with little
increase in staff workload.
Dialogue in assessment: Use of PechaKucha in
healthcare assessment
Jane Jervis ([email protected])
Abstract:
This paper will detail an innovative assessment
method used in the MSc Advanced Clinical Practice
programme. Students are developing advanced skills
from a variety of backgrounds, including nursing,
pharmacy, paramedic sciences and physiotherapy.
There is a strong emphasis on inter-professional
learning and the PechaKucha presentations were
introduced as an assessment method to encourage
dialogue and peer learning. The term Pecha Kucha
is Japanese for “the sound of conversation” or “chit
chat”. It involves strict timings, with twenty pictorial
slides of twenty seconds each, followed by peer and
academic questioning. The constraints of the format
encourage students to be concise, to think about
the narrative and to create an engaging presentation
to encourage a dialogue. This paper will present
a discussion about the experience of using this
presentation style as an assessment for advanced
clinical decision making, including the benefits
and challenges. It also aims to prompt colleagues
to consider the use of PechaKucha in their own
practices and the implications of this upon the
traditional assessment styles.
Using a social media platform to transform a boring
topic into something more engaging *
Pete Lonsdale ([email protected])
Abstract:
Mental Health Nursing students need to learn
about the Mental Health Act. However, this has
typically been perceived as a dry, non-engaging
topic. We explored options for developing a more
engaging learning activity for this area and elected
to produce an event-based learning journey using
Google Classroom, presenting students with key
event-based resources as prompts for reflection and
discussion, for which they needed to refer to the
Mental Act. This turned the traditionally “dry” topic
into something more dynamic, requiring learners
to actively interact with the required material and
engage in exchanges with their peers. This activity
was evaluated positively by the students and we
are continuing to develop its use in the School of
Nursing and Midwifery.
‘Wow, I didn’t know there was this much hostility
at Keele!’: Unpacking students’ experiences of
hate-fuelled prejudice within an HE setting *
Fay Harries ([email protected])
Abstract:
On 9th April 2018, 5 Keele students were racially
and religiously abused at Newcastle-under-Lyme
bus station, culminating in one student having her
hijab forcibly removed. Hate based prejudice is a
growing problem within our universities (NUS, 2015),
but with critically low reporting rates, we may be
witnessing the ‘tip of the iceberg’. HE institutions
have yet to gain a comprehensive understanding
of student experience, not least to understand why
they are not coming forward. This study has been
funded through the Higher Education Funding
Council for England (HEFCE) Catalyst Fund, and
carried out as a joint venture between Keele
Students’ Union, Student Support and the Keele
Policing Academic Collaboration (KPAC). Drawing on
a series of qualitative interviews, this paper explores
our students’ experiences of hate and online
harassment, both on and off campus. Embedded
within a grounded theory framework , the data
seeks to bridge the ‘faultlines’ between academic
research and policy, providing the university with a
rich, nuanced understanding of student experience,
as well as highlighting any barriers to reporting. Far
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