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    Beauty is in the eye of the beholder : student perceptions of transfer in experiential education : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education at Massey University
    (Massey University, 2002) Durkin, Greg P
    Underpinning the notions of experiential learning and transfer are a complex series of assumptions about the way people relate and use understandings across a broad range of life settings. This thesis presents a study into student perceptions of the nature and transferability of understandings developed through their involvement in an outdoor education programme. The thesis describes the approach and techniques used to collect data about participant's perceptions prior, during and after participation in the programme. The thesis considers the advantages of planning for transfer before a programme begins to assist students to buy into the goals of the programme and also contribute to the learning objectives. The use of metaphor as a cognitive link to transfer understanding within the programme found some acceptance with students, however, the use of metaphor to assist transfer of learning beyond the programme was limited. As such, the research clearly showed that transfer is much more likely to occur when students create the cognitive frameworks and reasons why learning might transfer from one domain to another. Transfer that did occur within and beyond the programme was interwoven with, and somewhat dependent upon emotional responses and personal relationships. The strong personal bonds that developed between participants through the focus group research approach resulted in a feeling of trust and sharing of understandings. As such, the thesis considers the Focus group approach as a useful educative tool to focus student learning and transfer prior, during activities, and after experiential programmes. Emotional terms of reference used by participants to accord meaning to experiences provided significant insight to the ways people transferred learning. In addition, transfer of understandings beyond adventuresome activities is more likely when the experience is shared and discussed with others, and may be highly dependent on personal relationships. Replication and modelling of personal relationships beyond the immediacy of experiential learning settings may contribute much to the ways people successfully identify common factors when participating and using existing understandings in new domains.
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    Self-reported confidence in patient safety knowledge among Australian undergraduate nursing students: a multi-site cross-sectional survey study
    (Elesvier, 2017-06) Usher K; Woods C; Parmenter G; Hutchinson M; Mannix J; Power T; Chaboyer W; Latimer S; Mills JE; Seigloff L; Jackson D
    Abstract Background Patient safety is critical to the provision of quality health care and thus is an essential component of nurse education. Objective To describe first, second and third year Australian undergraduate nursing students’ confidence in patient safety knowledge acquired in the classroom and clinical settings across the three years of the undergraduate nursing program. Design A cross-sectional online survey conducted in 2015. Setting Seven Australian universities with campuses across three states (Queensland, New South Wales, South Australia). Participants A total of 1319 Australian undergraduate nursing students. Methods Participants were surveyed using the 31-item Health Professional Education in Patient Safety Survey (H-PEPSS). Descriptive statistics summarised the sample and survey responses. Paired t-tests, ANOVA and generalized-estimating-equations models were used to compare responses across learning settings (classroom and clinical), and year of nursing course. Results Participants were most confident in their learning of clinical safety skills and least confident in learning about the sociocultural dimensions of working in teams with other health professionals, managing safety risks and understanding human and environmental factors. Only 59% of students felt confident they could approach someone engaging in unsafe practice, 75% of students agreed it was difficult to question the decisions or actions of those with more authority, and 78% were concerned they would face disciplinary action if they made a serious error. One patient safety subscale, Recognising and responding to remove immediate safety risks, was rated significantly higher by third year nursing students than by first and second year students. Two broader aspects of patient safety scales, Consistency in how patient safety issues are dealt with by different preceptors, and System aspects of patient safety are well covered in our program, were rated significantly higher by first year nursing students than by second and third year students. One scale, Understanding that reporting adverse events and close calls can lead to change and can reduce recurrence of events, was rated significantly higher by third year students than first and second year students. Conclusions In order are to achieve meaningful improvements in patient safety, and create harm free environments for patients, it is crucial that nursing students develop confidence communicating with others to improve patient safety, particularly in the areas of challenging poor practice, and recognising, responding to and disclosing adverse events, including errors and near misses.