Perspectives on teaching staff by children's nursing students

By Student Voice
teaching staffchildrens nursing

Introduction

This blog post looks into the diverse experiences and views of students studying children’s nursing in the UK, particularly focusing on their interactions with teaching staff. As educators start this process, it is important to consider the student voice—a critical indicator of the quality and effectiveness of educational experiences. By utilising tools such as student surveys and text analysis, institutions can gather valuable feedback directly from those most affected by teaching methods and course structures. Understanding these perspectives is not just about identifying shortcomings; it's also about recognising the strengths that can inspire and motivate both students and staff. This approach enables a more comprehensive look into how teaching methodologies and staff engagement impact students, laying a groundwork to enhance the educational experience in this specialised area. Through this analysis, we aim to shed light on both commendable practices and areas where improvement is necessary, thus shaping a more informed and targeted approach to teaching children’s nursing. Engaging with this feedback process is key to ongoing improvements in educational quality and student satisfaction.

Engagement and Support during the Pandemic

The COVID-19 pandemic has dramatically affected the education sector, particularly impacting the ways that teaching staff engage with and support students. For those studying children's nursing, the shift to online learning posed several challenges. On one hand, many students appreciated the rapid adaptation by their tutors, who maintained effective communication through digital platforms, ensuring that learning continued despite the significant disruptions. Conversely, some students expressed concerns about certain staff members who appeared less accessible or responsive, which potentially hindered their learning process during this period of isolation.

In particular, student surveys suggest that clear and consistent communication from teaching staff was notably valued. Students felt supported when tutors were proactive in reaching out, scheduling regular online meetings, and providing timely feedback on assignments. On the other hand, the absence of face-to-face interactions was felt deeply. Some noted difficulties in understanding complex concepts through remote learning, spotlighting the need for teaching staff to develop more engaging and interactive online materials. Thus, while digital adaptation showed promise, it also emphasised the necessity for a balanced approach to both digital and personal interaction in the teaching of children's nursing, ensuring all students feel equally supported and valued.

Consistency and Organisation Concerns

A recurring theme emerging from student feedback centres around the organisation of courses and the consistency—or lack thereof—in teaching standards across different modules. Students frequently cite confusion and frustration stemming from varying expectations and grading criteria set by different lecturers. This variation can significantly affect students' academic performance and stress levels, ultimately impacting their overall educational experience. It is important to emphasise that while some variation in teaching styles is natural and can be beneficial, key disparities in core assessment and instructional strategies can create a disjointed educational journey. On one hand, students appreciate when lecturers bring unique perspectives and methods to their teaching; conversely, they express the need for a more structured and uniform framework that guides these approaches. This would ensure clarity and fairness, which are essential for maintaining confidence in the educational system. Addressing these concerns involves a concerted effort from all staff to align their methods and criteria as closely as possible, while still fostering an environment that values individual teaching flair. By doing this, institutions can improve their educational offerings and better support their nursing students, preparing them effectively for professional success.

Practical Application and Small Group Work

One area where children's nursing students often express a desire for improvement is in practical application and small group work. The importance of hands-on experiences in healthcare education cannot be overstated—it bridges the gap between theoretical knowledge and real-world nursing skills. Effective learning in this field requires not just listening to lectures but actively engaging in practical tasks and discussions within small groups.

However, feedback from students suggests that opportunities for such engagement have been limited, particularly due to restrictions imposed by recent global health concerns. Students argue that small group sessions facilitate deeper understanding and allow for the nuances of nursing care to be fully explored and discussed. They also appreciate when staff are actively involved, providing guidance and feedback that is tailored to individual learning needs. This hands-on approach helps students build confidence in their abilities and prepares them for the uncertainties of real healthcare environments.

Moreover, incorporating the 'student voice' into the planning and execution of small group and practical activities is seen as important. By listening to and implementing student feedback, educational institutions can foster a more inclusive and effective learning environment. Such strategies not only enhance skill acquisition but also ensure that teaching aligns closely with the needs and expectations of students, thereby supporting their professional and personal growth.

Communication on Career Guidance

For children's nursing students, clear communication and support in career planning are of paramount importance. However, it is apparent from student feedback that there is a significant gap between the guidance provided and the needs of the students as they transition from academic learning to professional settings. On one hand, some staff members excel in offering bespoke advice and resources to help students navigate their post-graduation options. Conversely, there’s a notable portion of students who feel under-prepared and unclear about their career prospects. This disparity suggests that while there are examples of good practice, a consistent approach across all teaching personnel is needed. Addressing this issue might involve a more structured training for staff on career guidance tailored specifically for the children's nursing sector. This would enable them to offer advice that is not only inspirational but also practically applicable to the job market. Furthermore, engaging with students about their aspirations and concerns should become a regular part of curriculum discussions, ensuring that the support they receive is congruous with their individual career goals and the realities of the healthcare sector.

Students' Expectations vs. Reality

When speaking with children's nursing students about their expectations of teaching staff versus their actual experiences, a notable gap often emerges. Students generally enter their courses with high hopes, anticipating strong guidance and robust support from tutors deeply engaged with their educational and professional development. On the other hand, the reality sometimes falls short, leading to mixed feelings and concerns over preparation for future roles in healthcare settings.

Students typically expect their teaching staff to be not only knowledgeable but also exceptionally approachable, enabling a nurturing learning environment. However, feedback illustrates that while some staff members are indeed very supportive, others may be difficult to reach or less forthcoming in day-to-day interactions, affecting students' learning processes. This discrepancy highlights the importance of consistency in tutor engagement methods across all courses within children's nursing programs.

Particularly, students value when lecturers provide practical insights that are vital for their future careers and when these insights are coupled with actionable feedback that enhances their learning curve. The adaptation of teaching methods to include more interactive and practical components could help bridge the gap between student expectations and reality, equipping them better for their professional futures. By integrating regular student surveys, institutions have a clear mechanism to evaluate and improve teaching effectiveness, ensuring students' needs and expectations are met constructively.

Conclusion and Recommendations

We must recognise and build upon the strengths in existing staff engagement, using them as a foundation for further development. One key recommendation is the increased integration of the student voice into curriculum development and teaching adjustments. This approach not only enriches the learning process but also ensures that educational strategies are closely aligned with student needs and realities.

Moreover, institutions should invest in regular training for staff, emphasising the importance of approachability and consistent communication. Such training ensures that all students receive equal support and guidance, which is essential for fostering a conducive learning environment. Additionally, by enhancing small group work and practical sessions, universities can provide more hands-on experiences that are critical for preparing students for professional healthcare settings.

It is clear that to meet and exceed students' expectations, actionable steps must be taken to ensure teaching methods and staff interactions are continually assessed and refined. Institutions should work collaboratively with their staff and students to develop policies that support dynamic and effective teaching in children’s nursing. This collaborative process will not only support student learning but also prepare them more effectively as they transition into professional roles.

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