Today is the first of a series of lunch time presentations from Ara Institute of Canterbury Ltd. Researchers as part of the yearly ‘research week’ series.
Notes are for presentations by:
Alice Busbridge (applied science/ engagement team at Ara) on running demands of provincial women’s rugby union matches in NZ. Shared collaborative work completed with staff from University of Canterbury and from Ara (including James Jowsey and Dr. Peter Olsen). Provided overview and rationale for the study (very under-researched!!) and increase in recognition for womens’ rugby. NZ womens’ rugby only attained professional status in 2018. GPS units were strapped to players to find out how much running involved during training and when games played. Sports science important to inform improvements for the team. The GPS measures speed(including maximum speed) and distance (including high intensity running) Not much data on women but models available from mens’ rugby. Data collected from 7 games. Explained the various roles players take on as this affects the variations in data. In general, forwards run shorter total distance than backs. However, outside backs, run the least distance. Half backs have highest intensity running. Implications include the development of position-specific conditioning programmes; inform coaching and deeper look at half back and outside back contributions to the game.
Julie Bowen-Withington (Health Practice/Nursing) presents
‘emerging discourses shaping simulations as an educational platform in
undergraduate nursing education’. Has
worked for over 15 years with the application of simulations at Ara. Why do we
do what we do in simulation? Who tells us what to and how to do the things we do?
What is intentional and what is not and how are these effective or ineffective?
High fidelity simulation with medical mannikins used to help students through skills
learning, role plays, etc. Used Crotty’s (1998) framework to underpin research
methodology. Discussed contribution of the work of Foucault to inform the analysis.
Data collected through focus groups/interviews with nurse academics, students
and the simulation resources representative and images. Discourses identified
on nursing/medical; simulation pedagogy; replacement of clinical hours; and
realism. Shared examples on simulation pedagogy – with simulation being
ubiquitous in healthcare education and ‘state of the art’ teaching. Discussed
the ‘power relationships’ through adoption of high fidelity simulations as a
form of ‘technology enhanced learning’ as it does not provide learners any choice.
Clinical hours often replaced by simulation and this substitution has not be
investigated – especially when simulation hours often only 50% of the original
clinical hours. Realism and the authentic experience with a real patient also a
challenge. Giving the plastic, a personality helps. Covered implications for
practice. Some acceptance from students as less intimidating to start with.
However, replacing clinical hours with simulations still requires study as each
has its place.
There is a panel discussion tomorrow on the topic ‘research culture – what is it and how do we ge there? The session is moderated by research manager Dr. Michael Shone with the panel consisting of Dr. Serdar Durydev (engineering), Dr. Marg Hughes (nursing), Dr. Lorna Davies (midwifery), Dr. Allen Hill (outdoor education) and Dr. Tony McCaffrey (Nasda).
Student project presentations run on Thursday and the next series
of presentations run next week.
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