Publications

Publications

Integrated Working; A Final Report

Prof Lynn Clouder, Prof Guy Daly, Dr Arinola Adefila, Dr Ann Jackson, Mrs Jan Furlong, Mrs Pat Bluteau

Coventry University
Faculty of Health and Life Sciences
Coventry University

Final Report
June 2017

Executive Summary

An investigation to understand and evaluate the best ways to educate for and promote integrated working across the health and
care sectors.

Click here to access the Full Report.

 


myShoes – The future of experiential dementia training?

Arinola Adefila , Sean Graham , Lynn Clouder , Patricia Bluteau , Steven Ball , (2016) “myShoes – the future of experiential dementia training?”, The Journal of Mental Health Training, Education and Practice, Vol. 11 Iss: 2, pp.91 – 101

Abstract

Purpose
This paper discusses the use of virtual reality for experiential learning in dementia training. People have different perceptions and understanding of what it is like to live with dementia, particularly those that are new to dementia care, whether in a professional capacity, or as a friend or family member. Arguably the most powerful way in which to enhance understanding is to give people a glimpse of what living with dementia might be like.

Design
The myShoes project aimed to create a resource that would augment a virtual environment and expose the user to an experience that gives them a sense of what living with dementia might be like. The resource was created using the latest virtual reality and game development software. A sample group of students from a mixed range of health professions tested the resource providing in depth feedback on its immediate impact and ideas for further development.

Findings
Notwithstanding the limited sample on which the simulation has been tested, carefully designing the activities and constructing a learning space that allows for reflection on being placed temporarily in another person’s shoes, appears to have enabled students to think beyond ‘treatment, to considering how the person might feel and altering their approach accordingly.
Social implications
The adoption of a virtual reality approach to training formal and informal carers has potential to enhance empathy and improve holistic care of people with dementia.

Originality
The myShoes project adopts a novel approach to simulating the effects of dementia for training purposes.

The Journal of Mental Health Training, Education and Practice
Coventry University

Video footage of the resource can be found on the Showreel section of this website.

 


MyShoes: An immersive simulation of dementia

Ball, S. , Bluteau, P. , Clouder, D.L. , Adefila, A. and Graham, S. (2015) ‘MyShoes: An immersive simulation of dementia’ in Proceedings of the International Conference on e-Learning, ICEL (pp: 16-23). Academic Conferences Limited

Abstract

This paper presents preliminary findings from an immersive simulation of dementia. The myShoes project aims to promote health care professionals’ affective empathy for people with dementia through exposure to an embodied experience. Simulation provides a safe and feasible means of exposing students to defined situations. However, immersive technologies go a step further by providing an embodied experience through which students can feel what it is like to be on the receiving end of care; in the patient’s shoes. Simulated activities can trigger emotions, such as confusion and frustration caused by the inability to complete simple tasks, process sensory information or do certain tasks repeatedly. Coupling age related visual and auditory overlay filters with misdirection, misperception, object switching and sleight of hand, along with other techniques, can offer an experience not easily accomplished through standard role play.

The project involved the development, testing and piloting of a prototype simulation using an Oculus Rift virtual reality headset. Three learning technologists worked closely with a specialist team consisting of a dementia care expert, a clinical psychologist, a mental health nurse, a physiotherapist and an educational researcher to develop an authentic experience using popular game development tools, including Unity, Blender and 3D assets. The ‘think aloud technique’ was used to gain feedback from a multi-professional cohort of student health and social care professionals during the user testing and pilot phases of the project. Pre and post-simulation questionnaires were administered to establish personality/emotional resilience and responses to the activities. Findings suggest that the project has been successful in simulating a range of aspects of dementia with which students can identify and its applicability in and beyond pre-registration training is being explored.

Academic Bookshop
Google Books
Coventry University

Video footage of the resource can be found on the Showreel section of this website.

 


Student Attainment in Higher Education: Issues, controversies and debates


Lynn Clouder, Graham Steventon,  Debra Cureton

Synopsis

The launch of a new book published in February by Routledge entitled ‘Student Attainment in Higher Education: Issues, controversies and debates’ took place on 14 March 2016 in the Vice-Chancellor’s boardroom at Coventry University. Edited by Graham Steventon of HLS, Debra Cureton of the University of Wolverhampton, and Lynn Clouder of CELE, the book provides a timely exploration of student attainment in a rapidly changing higher education context and a rapidly changing world.

Within themes of understanding attainment and challenging practice, the book explores student attainment as complex and multi-faceted, and shaped by different and often competing agendas and vested interests. Across a range of pedagogic approaches and interventions, some of the key topics addressed include: addressing attainment gaps; engaging mature learners; nurturing the intellectual identity; the impact of activity choices.

Edited by:

Graham Steventon
Senior lecturer in Criminology at Coventry University, UK.

Debra Cureton
Senior Research Fellow based in the Research Policy Unit at University of Wolverhampton, UK.

Lynn Clouder
Director of the Centre for Excellence in Learning Enhancement (CELE) at Coventry University, UK.

Details

Published: 16/02/2016
Publisher
: Routledge
ISBN: 9781138844483

Available from Waterstones, Amazon and other good book retailers.
Waterstones.com
Amazon.co.uk
(hardback and ebook also available)

 


Enhancing Guidance for Disabled People Wanting to Become Health and Social Care Professionals

Executive Summary

The Health and Care Professions Council (HCPC) commissioned this research from the project team in the Faculty of Health and Life Sciences and the Welfare and Disabilities Team at Coventry University. The report will inform HCPC’s revision of guidance available to disabled people wanting to become health or social care professionals. The primary aim of the project was to produce a comprehensive report, on suggested changes to the existing HCPC guidance. In order to meet this aim, the team commenced the research by conducting a critical appraisal of the existing guidance with a small group of students and recent graduates. It held a Stakeholder Day where the perspectives of Admissions Tutors, academic staff, Practice Educators and Disabled Students’ Support Services were gained on what helps and enables, and what could improve the chances of, disabled students becoming health or social care professionals. The team conducted interviews with students and recent graduates with a wide range of disabilities. The aim of these interviews was to gain first hand insights into the usefulness of the existing guidance, as well as the students’ experiences of pre-admission to their health and social care programmes, the admissions process, studying on the programme, placement experiences and the transition to employment. (Continues…)

Health and Care Professions Council

Download the full report in PDF format for more information

View the video case studies here

 


Improving Student Engagement and Development through Assessment: Theory and practice in higher education

Book Launch
Christine Broughan, Graham Steventon, Lynn Clouder, Steve Jewell

Synopsis

With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed.

Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience?

Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss:

  • Staff and student views on assessment
  • Engaging students through assessment feedback
  • Assessment for learning
  • Assessing for employability
  • Interdisciplinary and transnational assessment
  • Technology supported assessment for retention

The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education.

About the Authors

Lynn Clouder
Director of the Centre for Excellence in Learning Enhancement (CELE) at Coventry University, UK.

Christine Broughan
Head of Applied Research at Student Services, at Coventry University, UK.

Steve Jewell
Senior Lecturer in Strategy and Applied Management at Coventry University, UK.

Graham Steventon
Senior lecturer in Criminology at Coventry University, UK.

Details

Published: 11/05/2012
Publisher
: Routledge
ISBN: 9780415618205

Available from Waterstones, Amazon and other good book retailers.
Waterstones.com
Amazon.co.uk
(hardback and ebook also available)

 


Interprofessional Learning: exploring the benefits of engaging students in online peer mentoring

Lynn Clouder, Marie Krumins and Bernie Davies,

Coventry University
Faculty of Health and Life Sciences
Coventry University

Final Mini-Project Report
January –December 2009

Executive Summary

This report disseminates the findings of research which was conducted under the auspices of the Higher Education Academy, Health Science and Practice Subject Centre with the aim of exploring the benefits of engaging students in online peer mentoring within an interprofessional learning initiative. The project aimed to explore how student engagement in learning is optimised by peer mentoring and to determine what the mentors gained from the experience. The relationship between student engagement and peer mentoring is under researched and is widely applicable across all institutions and disciplines. The project involved twelve Year 3 students taking responsibility for facilitating online interprofessional discussion forums for a proportion of Year 1 and 2 students in the context of the Interprofessional Learning Pathway at Coventry University. The aim was to discover how effective Year 3 students were in facilitating online discussion forums promoting interprofessional learning (IPL) of Year 1 and 2 students and to explore the impact of facilitating online forums on student facilitators’ cognitive, personal and instrumental development. The objectives of the project also included an evaluation of a facilitation training course adapted for the student facilitators and identifying key factors in provision of optimal support for peer mentors. (Continues…)

Download the full report in PDF format for more information

 

Centre for Excellence in Learning Enhancement