NMHS10340 Global Engage Clin Practicum

Academic Year 2021/2022

This module permits nursing and midwifery students to obtain academic credits for engaging in overseas work with UCD Volunteers Overseas programmes whilst in a healthcare clinical area. The module enables students to engage in work with populations in under-developed countries and reflect on aspects of personal, experiential learning and application to both personal and professional development. Students will have the opportunity to reflect on the international experience in terms of self- development

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Curricular information is subject to change

Learning Outcomes:

On successful completion of this module students should be able to:
o Discuss personal challenges in adapting to a different population environment.
o Discuss placement population(s) and context.
o Identify key ethical and professional issues related to voluntary service abroad
o Describe aspects of learning related to voluntary service abroad
o Identify issues related to cultural differences
o Identify how this experience enhanced the student’s personal and professional perspectives.

Indicative Module Content:

Students have the opportunity to experience a different health system. The module is based on experiential and reflective learning. Students are asked to reflect in their journals and posters on the impact this experience has had for them, how it will influence professional practice and what learning was involved. This is achieved by critically describing and presenting experience through a formal reflective practice model.

Student Effort Hours: 
Student Effort Type Hours
Lectures

3
Placement/Work Experience

148
Total

151
Approaches to Teaching and Learning:
Students engage with local staff in Uganda to conduct health promotion activities. They engage in both experiential learning and reflective practice to enhance professional skills and knowledge. This is reflected in completing a reflective practice journal each week and presenting on their experience with a dual focus on integrating literature and contextual information (i.e. population statistics, service provision etc). 
Requirements, Exclusions and Recommendations
Learning Requirements:

Must have completed all elements of stage 1 in UCD undergraduate nursing or midwifery degree.
Must be selected by UCD VO for their programme.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Journal: Reflective Practice Journal Week 12 n/a Graded No

50
Presentation: Poster presentation Coursework (End of Trimester) n/a Graded No

50

Carry forward of passed components
No
 
Remediation Type Remediation Timing
Repeat (CFP) Within Three Semesters
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students complete a weekly journal for the four weeks in Uganda. They undertake clinical experience in health promotion and received feedback and support locally from staff. They submit their reflective journal on last week of trimester 3 (as there are different placement dates in the summer). Students present in first week of following trimester with poster presentation and received feedback immediately after for both assessments.

Global engagement clinical practicum
NMHS10340

Module: Coordinator: Associate Prof. Amanda Phelan

References
Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Kolb. D. A. and Fry, R. (1975) Toward an applied theory of experiential learning. in C. Cooper (ed.), Theories of Group Process, John Wiley, London.

Heath H. (1998) Keeping a reflective practice diary: A practical guide, Nurse Education Today,18 (7), 592-598.

International
Edgecombe K., Jennings M. & Bowden M. (2013) International nursing students and what impacts their clinical learning: Literature review, Nurse Education Today, 33(2), 138-142.
Tuckett A. & Crompton P. (2013) Qualitative understanding of an international learning experience: What Australian undergraduate nurses and midwives said about a Cambodia placement? International Journal of Nursing Practice, 20(2), 135-141.
J. Strong, L. Chipchase, S. Allen, D.S. Eley, L. McAllister, and B. Davidson (2014) Interprofessional Learning during an International Fieldwork Placement. International Journal of Practice-based Learning in Health and Social Care, 2(2), 27-39.
Mkandawire-Valhmu L. & Doering J. (2012)Study Abroad as a Tool for Promoting Cultural Safety in Nursing Education, Journal of Transcultural Nursing, 23,(1), 82-89.

Poster
Briggs D.J. (2009) a practical guide to designing a poster for presenation, Nursing Standard, 23(34), 35-39.

Hand H. (2010) Reflections on preparing a poster for an RCN conference, Nurse Researcher, 17(2), 52-59.

Hardicre J., Devitt P. & Coad J. (2007) Ten steps for successful poster presentation, British Journal of Nursing, 16(7), 398-401.

Webpage
2016: 10 Great Tips https://unstick.me/ten-great-tips-putting-together-poster-conference/