Now showing items 1-20 of 115

    • Digital literacy for all: reflections on creating a short course in digital literacy

      Byrne, Ann; Davey, Emberly; O'Dowd, Irene (2024)
      Presented at the A&SL LAI Conference, 21st of March 2024, Dublin, Ireland. In today’s internet-dominated interconnected world, where anyone with a phone can publish something and share it worldwide, 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.
    • School Placement in Initial Teacher Education: Partnership or Paralysis

      Casey, Elva (2024)
      The concept of partnership in school placement is not new to the initial teacher education (ITE) reform agenda (Furlong et al., 2000). Despite its prevalence in the rhetoric on placement, the nature of partnerships, the definition of partners, and the extent to which partnerships are voluntary or enforced are all far from universally accepted facts. Harford and O’Doherty (2016) argue that the partnership metaphor has been applied very loosely to describe collaboration and consensus, without any real definition of what is meant by it. Partnership in school placement is often discussed in policy documents and guidelines as a fait accompli, but when we probe the use of the word, we find it can be applied to many ways of organising collaboration between higher-education institutions (HEIs) and schools (Gorman & Furlong, 2023). It can vary in meaning depending on who uses it, whether site of practice, HEI, professional body, or student teacher. It can also be used to reflect distinct interpretations and motivations (Stuart & Martinez-Lucio, 2004). If we cannot agree on what partnership is, how can we hope to understand who the partners are and how they should fulfil their roles? This article posits that the confusion around partnership has hindered the development of school placement into a meaningfully experienced first step in the continuum of professional development, resulting in a paralysis of reform in school placement.
    • Inclusion as Lived and Felt in the Leaving Certificate Applied Programme: A case study exploring spatial discourses of inclusion

      Curneen, Annmarie (Education Matters, 2024)
      Parity of esteem has long been an enduring theme of educational discourses of inclusion. This article examines parity of esteem through the lens of the Leaving Certificate Applied (LCA) programme by focusing on spatial discourses of inclusion. For this article, parity of esteem relates to issues of value and recognition of difference and the resulting experience of inclusion as something that is lived and felt in school contexts. The article draws on research conducted by the author over a 10-month period with four case-study schools in the north-west of Ireland. The LCA programme is a distinct, modular, self-contained, two-year Leaving Cert pre-vocational programme. It ‘emphasises forms of achievement and excellence which the established Leaving Certificate has not recognised in the past. It offers a specific opportunity to prepare for and progress to further education and training’. (PDST, 2019, p.7). The programme incorporates work experience and learning that takes place outside the classroom. It is ringfenced, meaning it is separate from but equal to the Leaving Certificate Established (LCE) programme and is not part of the CAO points system. However, recent changes announced as part of Senior Cycle redevelopment mean that since September 2022 LCA students ‘have the opportunity to take Leaving Certificate Mathematics and, where possible, a Leaving Certificate Modern Language’ (DoE, 2022).
    • When the Mind Meets the Body: Health and wellbeing for schools

      Burke, Jolanta; Dunne, Padraic J.; Doran, Annemarie (Education Matters, 2024)
      Most risk factors for developing non-communicable diseases, such as diabetes and heart disease, are established during adolescence. Urgent action is required to prevent the premature death of this cohort in Ireland as a result. We conducted a quasiexperiment combining positive psychology and lifestyle medicine to help students improve their sleep, nutrition, stress management, and physical activity. Here we reflect on our findings and the implications for school wellbeing policy and practice.
    • HECA Research Conference 2023: Sharing an Open Research Landscape

      O'Dowd, Irene; Byrne, Ann; Butler Neff, Linda; O'Sullivan, Patricia; Browne, Andrew; Zorzi, Debora; O'Connor, Noel; McKenna, Robert; Haugh, Trevor; Finkbeiner, Kristin; et al. (Dublin Business School, 2024)
      This paper provides a succinct overview of HECA's second annual research conference, held at DBS on November 14th 2023.
    • 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 (2024)
      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.
    • Experienced Based Co Design: Nursing Preceptorship Educational Programme

      Hardie, Philip; Murray, Aidan; Jarvis, Prof Suzi; Redmond, Catherine (Research Square Platform LLC, 2022-05-13)
      Background:Patients play a central role in nursing preceptorship relationships, a professional educational relation-ship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education pro-grammes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship educa-tion programmes has been noted. Objective:To use a co-design process to develop an innovative educational programme for developing interper-sonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. Methods:Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. Results:Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nurs-ing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. Conclusions:The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable frame-work for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interper-sonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes.
    • The application of reusable learning objects (RLOs) in preparation for a simulation laboratory in medication management: An evaluative study

      Hardie, Philip; Donnelly, Peter; Greene, Elizabeth; McHugh, Aine; Coveney, Kate; Murray, Brian; Brereton, Siobhan (Elsevier BV, 2021-10)
      To enhance the preparedness of undergraduate nursing and midwifery students to participate in the safe provision of medication administration on their clinical placements, an innovative blended learning strategy was designed and developed by the authors. The blended learning strategy included a suite of online reusable learning objects specific to medication management theoretical knowledge and psychomotor skills to prepare students for a 90-minute practical face to face simulation laboratory session. Students identified that the reusable learning objects had prepared them for the simulation laboratory session and was rated as a productive learning experience. The blended learning strategy implemented to teaching and learning medication management to undergraduate nursing and midwifery students can positively influence students’ acquisition of knowledge and psychomotor skills to safely administer medications prior to their practice placements in a clinical setting.
    • Key tips to providing a psychologically safe learning environment in the clinical setting

      Hardie, Philip; O’Donovan, Roisin; Jarvis, Prof Suzi; Redmond, Catherine (Research Square Platform LLC, 2022-06-22)
      Having psychological safety embedded in preceptorship relationships facilitates positive interpersonal and educa-tional experiences for students. Psychological safety refers to a student’s belief as to whether or not it is safe for them to take interpersonal risks, such as asking questions, sharing an idea for improvement or speaking up to maintain patient safety. Having psychological safety leads to collaboration, positive student learning experiences and effective patient care. This article presents key guidelines for preceptors to provide a psychologically safe learning environ-ment for their students. Guidelines fall under four categories 1) before meeting students, 2) first meeting students, 3) continued relationship with students, and 4) general rules. These guidelines are informed by current literature on psychological safety and preceptorship and the author’s clinical expertise in nursing preceptorship. We conceptualise psychological safety in a nursing preceptorship for preceptors to denote the experience of inclusivity, empowerment, and well-being of students within the social, cultural and physical clinical learning environment. A crucial attribute to cultivating a psychologically safe environment involves being an accessible and approachable preceptor.
    • Instruments used to assess gender-affirming healthcare access: a scoping review protocol

      Kearns, Seán; Hardie, Philip; O'Shea, Donal; Neff, Karl (F1000 Research Ltd, 2023-02-20)
      Background: Internationally, the demand for gender-affirming care has increased exponentially in recent years. The clinical presentation of those seeking care has changed with an increase in transmasculine and non-binary identities and a decrease in the average age of those seeking care. Healthcare navigation remains complicated for this population and warrants further investigation in light of ongoing changes in the field. This paper presents a protocol for a scoping review to map and synthesise the academic and grey literature on instruments used to assess healthcare navigation and access for transgender and non-binary individuals seeking gender-affirming care.Methods: This review will search databases (PsychINFO, CINAHL, Medline, and Embase.) and grey literature sources. In line with the methodological framework for scoping reviews, the following six stages will be undertaken: (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, (5) collating, summarising and reporting results and (6) consultation. The PRISMA Extension for Scoping Reviews (PRISMA-ScR): checklist and explanation will be utilised and reported. The research team will undertake the study as outlined in this protocol and an expert panel of young transgender and non-binary youth will oversee the project through patient and public involvement. Conclusions: This scoping review has the potential to inform policy, practice, and future research through enhanced understanding of the complex interplay of factors that impact healthcare navigation for transgender and non-binary people seeking gender-affirming care
    • Instruments measuring practitioner performance of the complete examination and screening of neonates: A systematic review

      Greene, Liz M; Hegarty, Josephine; O'Connell, Rhona; Connaughton, Breda; Coveney, Kate; Hardie, Philip; Horton, Sally; Szafranska, Marcelina; Murphy, Margaret (Wiley, 2023-04-03)
      Aim: The complete examination and screening of the neonate is a recommended assessment of neonatal well-being conducted by appropriately trained medical, midwifery and nursing personnel at specific intervals during the first 6-week post-birth. Our aim was to identify and critically evaluate instruments that measure practitioner performance of this important assessment of neonatal health. Methods: Using the COnsensus-based Standards for the selection of health Measurement Instruments (COSMIN) methodology, a systematic review was undertaken. Results: Four studies were identified as suitable for data extraction and analysis. This paper briefly describes the four instruments, discusses and compares the COSMIN analysis and ratings of each instrument. A recommendation for the instrument identified as the most suitable to measure practitioner performance is provided. Conclusion: Most instruments were designed by educators to measure the performance of practitioners developing competence in the complete examination and screening of the neonate. Further development and piloting of instruments designed to measure the performance and continuing competence of qualified practitioners of the newborn examination are required.
    • A qualitative exploration of Irish nursing students' experiences of caring for the dying patient

      Hardie, Philip; McCabe, Catherine; Timmins, Fiona; Thompson, David R. (Wiley, 2023-06-05)
      Aim: To explore Irish nursing students' experiences of caring for dying patients and their families to understand these experiences and determine whether or not students felt prepared for this role. Design: This study used a qualitative descriptive research design. Methods: One to one semi-structured interviews were used to collect data, implementing open-ended questions to explore seven student nurses' experiences. Results: Five main themes emerged: Student's first experiences, emotional experience of caring, educational preparation, challenging aspects of caring for dying patients and their families and need for support in practice. Students' first experience of caring for a dying patient and their family was a confronting event for students, both personally and professionally. Nursing students require adequate and timely education on end of life care and a practical and supportive clinical learning environment to effectively support and prepare students for caring for a dying patient and their family
    • A six-component conceptualization of the psychosocial well-being of school leaders: devising a framework of occupational well-being for Irish primary principals

      McHugh, Rita (Informa UK Limited, 2023-06-13)
      Drawing on a multidimensional conceptualization of occupational well-being, this mixed methods study aimed to ascertain levels of psychosocial well-being of a sample of Irish primary principals (n = 488). A Framework of Occupational Well-Being was devised which facilitated the first psychometric measurement of their levels of burnout, job satisfaction, trait mindfulness, work motivation, perception of fairness and the satisfaction/frustration of basic psychological needs (autonomy, competence and relatedness). Subsequent interviews provided supporting qualitative data and an evaluation by principals of the current management structure of Irish primary schools, 90% of which are governed by Catholic Boards of Management to whom principals are answerable in all their professional decision making. As employers, Boards’ compliance with EU and Irish Occupational H&S directives is examined toward an understanding of the level of protection provided to principals. Results reveal high levels of burnout, anxiety, depression and autonomy frustration among principals alongside low levels of trait mindfulness and low perception of fairness regarding workload and remuneration. Beyond its application in the education sector, the Framework of Occupational Well-Being may prove useful for policy makers and as an assessment tool for employers of other white-collar workers as it provides both a definition of psychosocial well-being and a means by which to measure it.
    • Hibernia College Education Papers: Volume 5

      Kelly, Mary; Butler Neff, Linda; Corless, Mary; Curtin, Catherine; Doyle, Maria; Fanthom, Lorna; Jones, Emily; Joyce, Sarah; Aine, Murphy; O'Dowd, Stephen; et al. (2023)
      The School of Education is delighted to publish Volume Five of the Hibernia College Education Papers. On our Professional Master of Education programmes, students complete a 10,000-word dissertation as part of their Research module. The Research module emphasises lifelong learning through reflection. With the support of the Research team, students are encouraged to work independently and to demonstrate an ability to plan, implement and evaluate an empirical investigation that integrates theories, knowledge and skills central to the curriculum and is informed by their school placement practice
    • Mitigation of Unintended Biases against Non-Native English Texts in Sentiment Analysis

      Zhiltsova, Alina; Caton, Simon; Mulwa, Catherine (2019-12)
      Proceedings for the 27th AIAI Irish Conference on Artificial Intelligence and Cognitive Science NUI Galway, Galway, Ireland, December 5-6th, 2019. Currently the demand for text analytics grows due to the fact that textual data is being created online in large amounts. A number of tools are available for various tasks related to natural language process- ing such as sentiment analysis and text pre-processing. The majority of these tools are trained using unrepresentative data, which may lead to unintended biases altering the results. Previous research indicates that sentiment analysis tools show gender and race biases, and word embed- dings discriminate against women. This research investigates previously undefined non-native speaker bias in sentiment analysis, i.e. unintended discrimination against English texts written by non-native speakers of English. Non-native speakers of English tend to use cognates, English words that have origin in the speaker’s language. To measure the non- native speaker bias in 4 lexicon-based sentiment analysis systems, a new Cognate Equity Evaluation Corpus was created, based on previous work in the literature for measuring racial and gender biases. The tools gave significantly different scores to English texts with features of non-native speakers. The bias discovered in lexicon-based tools was mitigated by updating 4 lexicons for English cognates in 3 languages. This paper pro- poses a generalisable framework for measuring and mitigating non-native speaker bias.
    • EAGLE: An Accessible Platform for Delivery of Learning Materials

      Fitzpatrick, Donal; Mulwa, Catherine; Scepanovic, Snezana (2017)
      Employment opportunities for persons with disabilities are very much hampered by inaccessible software. This is particularly true when those who are employed must engage in Continuous Personal Development (CPD) but the online training platforms they must use are inaccessible. This paper describes the platform developed by the members of the Enhanced Government Learning (EAGLE) project team to produce a training platform for workers in rural municipalities. It outlines efforts made to ensure the platform, and associated content, are accessible and usable by as wide a range of people as possible.