Notes taken on the reports from
Ara staff on their 2016 ASL. This 'sabbatical' is used in various ways by staff . Some update their discipline specific pedagogical understandings, others complete their PhDs or other research projects. I enjoy listening to the range of reports, encapsulating what makes Ara an interesting place to work. Our staff bring much passion into their work and ASL presentations provide a window of opportunity to 'see into' their professional lives.
4/5
Adrian Blunt –
teaching maths –
Listed the various activities undertaken and his learnings
from each. Was grateful for the opportunity as he had never, in all his
teaching career, been able to put time into reflecting on his practice, work on
resources informed by the latest findings on how people attain a ‘mathematical
mindset’ and compare / evaluate how other institutions teach or embed maths or
numeracy into programmes.
Undertook to doing all the exercises required in engineering
programmes and engaged – electrical trades - to strengthen his skills in
ensuring maths teaching and support was ‘authentic’.
Updated on current ideas, strategies and resources in
teaching numeracy and mathematics in the UK.
Classroom learning in schools – back to traditional. No real
embedding in FE sector as students attend Maths / English classes outside of
discipline studies. OFSTED requires ‘progress for ALL students’.
Recommended to pre-plan well before starting to garner the
most benefit from ASL.
Met with nurse leaders in UK, Canada and US of A. presented
at all of these places, largely with undergraduate students. Topics varied but
matched to Anna’s research interest and the NZ context.
Completed 2 publications.
Reported on meetings with the institutions to learn how they
approached the teaching of nursing. Provided examples of the use of simulations
in nursing. Findings inform curriculum review at Ara.
Proposed possibility of aiming for setting up a centre of
excellence in NZ family nursing at Ara.
Marg Hughes from
nursing
Completed writing up of PhD while on ASL and just about to
complete vivo. Shared an overview of the methods and findings from her thesis –
How do registered (RN) and enrolled nurses (EN) communicate within the
delegation and direction relationship.
Summarised rationale and background for the project. For
over 30 years, RN only workforce but ENs reintroduced in 2000s. Described and
defended choice of narrative inquiry as the methodology. Shared findings with
ENs showing understanding of their responsibilities but RNs struggling with
aspects of delegation and direction.
9/5
Social work and community development in post-earthquake
Chch. Schools – part of her PhD thesis which is in progress and submitted by
end of 2017.
Provided the contexts with focus on social workers based in
low SES. Numbers of social workers in this scheme were increased after
earthquakes to middle SES along with 3 funded by Red Cross for higher SES. How
would social workers contribute to assisting in the post-earthquake recovery
process and how did their practice shape the schools.
Rationalised and explained the discourse analysis process as
research process.
Two major discourses – community as recovery (encouraging of
community self-help but target vulnerable groups) and community hub (schools as
significant places of belonging).
Therefore, important to offer spaces for alternate community
practices e.g. channelling kids who are disruptive into community work to
increased self-esteem, awareness and confidence.
Rural midwifery practice in NZ and Scotland: a collaborative
study.
Provided the background, evolution, contexts and challenges
on the project involving, Ara, AUT, University of West of Scotland and Robert
Gordon University.
Presented similarities between both countries.
Overview of the ASL and need to align research process to
the requirements of the ASL. For example, obtaining ethics approval across two
countries and large number of health boards took much longer than planned.
Summarised the various data collection tools and processes.
Findings on joys and challenges of working in rural midwifery practice.
Collated perspectives on what was required to become a midwife – skills,
qualities and professional expertise – with emphasis on ‘courage’ / fortitude,
preparedness, resourcefulness and the development of relationships. To prepare
midwives for rural practice important through rural midwifery placements for
students, developing confidence to practice autonomously, having rural specific
education in the under-grad programme so continued numbers of midwives able to
undertake practice.
11/5
Effectiveness of a newly developed Masters pathway for RNs
Overview of how ASL was structured around teaching and admin
commitments for 2016. Planned to use ASL to develop up to 4 projects related to
the new Masters pathway into becoming RNs. Students exit in 2 years with
masters at University of Canterbury and a Bachelor of Nursing with opportunity
to sit for nursing registration exams.
All 4 projects now approved. Provided overviews of all the
projects.
1)
Demographic characteristics – why they enrolled
and students’ rationale for a change of career and intentions for going
forward. Project involves collaborative team between UC and Ara.
2)
Men in nursing – qualitative approach –
specifically why men select Masters vs traditional programme and reasons for
selection of nursing as future career. Has underlying objective to build
research capability with Ara staff. Two key themes – in search of a satisfying
career / answering a calling? and ‘the time is right’.
3)
Investigating perspectives from key stakeholders
(key drivers, challenges and risks) on the programme – was is right, viable,
fit into current challenges. Small UC and Ara team using a historical
case-study approach.
4)
Career progression – longitudinal study of 5
cohorts from 2017 to 2020 – critical analysis of RNs on career planning,
commitment and satisfaction.
Sustainable housing for the elderly
Investigated the homestar and lifemark ‘tools’ used to rate
housing with regards to environmental and energy efficiency (homestar) and
intelligent design rating (lifemark) improving usability, safety and access.
Housing options for older people summarised – staying put,
adaptation, sheltered or retirement housing, retirement villages and care
homes. Studied the first 3 option as ‘aging in place’ seen as advantageous.
Summarised the tools as compared to NZ standards and
explained how the rating systems work and what criteria used.
Overviewed application of this learning to teaching
practice.
12/5
Dr. Michael Edmond’s presentation - not on ASL but a staff sharing session also open to students. Michael provides his take on "how to to be happy at Ara"
Described his interest on ‘eudaimona’ – how humans flourish
which informs this presentation.
Presentation shares his journey and how the interest informs
his work as an academic, scholar and Head of School
Covered neuroscience underpinnings of how we reason and the
role of emotions – do we actually have control?
A successful or happy life is about how we take control of
what we do and how we perceive the world.
Summarised the range of Western philosophy informing present
understandings. Free will is a key to how individuals cope with things they may
not have any power to change. Therefore in life, “you cannot control the wind,
but you can adjust your sails”.
So question – does this really matter? And find meaning /
purpose – why are you here? What can be done to make a contribution? What is
important?
Begin with asking – what are your core values? Is what you
now do, aligned to these values?
Reassess these core values regularly and also forecast 5 to
10 years ahead. Offered participants the opportunity to work further on these
next Friday.
Shared several examples as to how individual action may be
‘diverted’ e.g. bystander effect, social protocols, deference to authority.
Provided some evidenced-based ways to influence others –
reason, inspire, ask questions, compliments, reciprocal negotiation, favour via
social capital, peer pressure, authority and force! Reiterated the importance of
the power of language and the concepts of word bombs, hot buttons and triggers.
Need to be empathetic and be kind J
Provide examples of experiences with having challenging
conversations. Structured approach works better. If raising an issue, focus on
a solution, own the problem, be specific, understand their perspective,
negotiate a solution – be genuine.
Summarised his understanding of effective learning.
Encouraged the ‘growth mindset’ approach. Motivation is important.
Effectiveness is improved with better learning to learn skills. Provided study
skill tips for students.
