Institutional Archive of Scholarly Content (IASC), Hibernia College

Welcome to the IASC Repository at Hibernia College

IASC (Institutional Archive of Scholarly Content) is an open access repository designed to store, archive and disseminate the work of Hibernia College faculty, staff and students. It includes peer-reviewed publications, conference papers, research reports, presentations and examples of exemplary student work. 

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Hibernia College
  • Building a Community of Practice for Academic Integrity Workshop

    Casey, Elva; O'Dowd, Irene; Byrne, Ann (2023)
    This workshop was delivered at the second annual HECA research conference held in DBS Dublin on November 14th, 2023. The presentation outlined the establishment of a community of practice (CoP) for academic Integrity at Hibernia College. Participants were invited to discuss setting up a CoP within their own organisations.
  • Turning our critical faculties up to eleven: reflections on creating a short course in digital literacy

    O'Dowd, Irene; Byrne, Ann; Davey, Emberly (2023)
    “I believe virtually everything I read, and I think that is what makes me more of a selective human than someone who doesn't believe anything.” (David St Hubbins) Approaching life like David St Hubbins from This Is Spinal Tap (1984) was all very well back in the 1980s, but it is a less good idea in today’s internet-dominated interconnected world, where anyone with a phone can publish anything and beam it around the world. Critically assessing the integrity of information has never been more important or more challenging, and to do this successfully requires digital literacy skills. Inspired by global initiatives such as the United Nations SDGs and the European Commission’s DigComp framework, we created an open digital educational resource to help foster digital literacy within our institution and beyond. This project ties in with an ongoing academic integrity project within our institution; it also coincides with the increasing availability of generative artificial intelligence systems that can potentially spread misinformation at scale. In this context, we feel the project is a very timely one. In this paper, we reflect on the process of developing the course, share what we have learned along the way, and indicate future directions for the project.
  • Digital literacy OER

    O'Dowd, Irene; Byrne, Ann; Davey, Emberly; Hibernia College (2023)
    Digital literacy refers to the effective use of digital media platforms when finding, evaluating and communicating information. This involves a variety of technical and cognitive skills and competencies. The aim of this course is to introduce three key facets of digital literacy and increase your skills and competencies in these areas. The course has three lessons: Information literacy, Digital wellness and identity, and Communication and collaboration. This course is shared as an OER which can be reused, adapted or built upon for educational purposes. It consists of one ZIP folder containing SCORM files for the individual lessons, and quizzes in Word and Moodle file formats. This OER is licenced under CC BY-NC 4.0. If you have any queries about this OER please contact iasc@hiberniacollege.net
  • Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol

    Hardie, Philip; Darley, Andrew; Redmond, Catherine; Lafferty, Attracta; Jarvis, Suzi (F1000 Research Ltd, 2021-03-11)
    The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.
  • Nursing & Midwifery students’ experience of immersive virtual reality storytelling: an evaluative study

    Hardie, Philip; Darley, Andrew; Carroll, Lorraine; Redmond, Catherine; Campbell, Abraham; Jarvis, Suzi (2020)
    Background: Immersive Virtual Reality (iVR) storytelling is a concept that merges ground-breaking virtual reality technology with the traditional art of storytelling. Virtual reality storytelling offers a rare opportunity to present abstract experiences that challenge boundaries, heighten emotions, and convey previously intangible concepts. Scientific research into immersive virtual reality storytelling is still in its infancy, particularly regarding the field of education in Nursing and Midwifery. Therefore, this study set out to investigate the subjective experience of using an immersive virtual reality storytelling experience as an active pedagogy. Methods: This was an evaluative study incorporating a multimodal approach encompassing a cross-sectional survey and observational study conducted in a large University in Ireland, offering major undergraduate and graduate degree programmes in the fields of Nursing and Midwifery. Students were invited to view the innovative virtual reality storytelling experience“Wonderful You”(BHD Immersive) that tells the story of the first 9 months of a baby’s life inside the woman’s womb. On completion, students were asked to complete an anonymous survey about their experience. Observational studies were also carried out, examining the student’s engagement and interaction with the iVR experience. A combination of statistical and thematic qualitative analysis was employed to interpret the respective summative rating scale and open-ended response questions in the evaluation survey. Data captured from the observations were grouped into categories and analysed capturing key themes. Results: A response rate of 71.2% (n= 94) identified iVR storytelling as a memorable learning experience that triggered students’ engagement and motivation to learn. IVR storytelling enabled students to visualise and better understand abstract concepts. Qualitative analysis of narrative responses revealed the positive evaluations of the iVR storytelling experience. Observational studies further revealed students were highly engaged and interacted positively with the iVR storytelling experience. Conclusions: The full potential of this new medium of iVR storytelling has yet to be seen. However, this study provides an encouraging insight into the positive attributes of iVR storytelling that engages students and creates authentic active learning experiences.

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