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“Academic supervision of Pre-Registration BSc nursing students; what do they want?”

David Gallimore Orcid Logo

Swansea University Author: David Gallimore Orcid Logo

Abstract

This is a mixed methods research project undertaken at Swansea University and investigates the students’ perceptions of the academic support they received when writing assignments. The participants were all current students on a pre-registration BSc nursing programme. The rationale for this project...

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Published: Manchester University Higher Education Academy annual conference 2017
URI: https://cronfa.swan.ac.uk/Record/cronfa35221
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first_indexed 2017-09-12T12:52:35Z
last_indexed 2018-02-09T05:26:10Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2017-10-11T13:44:27.3453220</datestamp><bib-version>v2</bib-version><id>35221</id><entry>2017-09-12</entry><title>&#x201C;Academic supervision of Pre-Registration BSc nursing students; what do they want?&#x201D;</title><swanseaauthors><author><sid>cff2e3d0e99fe3103d6ebc9ec2ffbce2</sid><ORCID>0000-0001-6053-538X</ORCID><firstname>David</firstname><surname>Gallimore</surname><name>David Gallimore</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2017-09-12</date><deptcode>HNU</deptcode><abstract>This is a mixed methods research project undertaken at Swansea University and investigates the students&#x2019; perceptions of the academic support they received when writing assignments. The participants were all current students on a pre-registration BSc nursing programme. The rationale for this project was the current recognition in higher education that the views of the student should be considered at all levels of study. This is evident in the perceived importance of the National Student Survey (NSS) throughout the sector and specifically at Swansea University the undergraduate Student Experience Survey (SES) and the two postgraduate student surveys. However, most surveys of students are broad in context and don&#x2019;t ask detailed questions about particular areas of the student experience. Specifically in the context of this study, when considering support received by students the NSS asks only 3 questions about this, and only one of those asks specifically about academic support. When reviewing the literature it is clear that there is very little written about the provision of academic support from the students&#x2019; perspective. This is especially limited when considering undergraduate students, with the majority of studies investigating postgraduate research students&#x2019; experiences of academic supervision. The research had a number of specific objectives. &#x2022;To identify and explore students&#x2019; views on the quantity and quality of academic supervision they currently receive&#x2022;To identify and explore students&#x2019; reasons for engaging (or not) in academic supervision&#x2022;To explore the students&#x2019; views on the availability of academic supervision&#x2022;To identify and explore the students&#x2019; expectations on the timing of supervision &#x2022;To identify and explore the students&#x2019; preferences for type and style of academic supervision&#x2022;To identify students&#x2019; perceived strengths, challenges and areas for improvement in the current system of academic supervision&#x2022;To explore the students&#x2019; views on future development for the provision of academic supervisionThe potential benefits identified by undertaking this study include;&#x2022;Recognition of areas of student perceived good practice in academic supervision&#x2022;Establishment of student led evidence for the development of new policy or guidance on academic supervision&#x2022;Identification of student areas of concern in relation to academic supervisionThe initial data finding and analysis will be presented with suggestions for future directions of enquiry.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal/><publisher>Higher Education Academy annual conference</publisher><placeOfPublication>Manchester University</placeOfPublication><keywords>Supervision, student support, academic supervision, student voice,</keywords><publishedDay>4</publishedDay><publishedMonth>7</publishedMonth><publishedYear>2017</publishedYear><publishedDate>2017-07-04</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Nursing</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HNU</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2017-10-11T13:44:27.3453220</lastEdited><Created>2017-09-12T12:40:24.8638578</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">School of Health and Social Care - Nursing</level></path><authors><author><firstname>David</firstname><surname>Gallimore</surname><orcid>0000-0001-6053-538X</orcid><order>1</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2017-10-11T13:44:27.3453220 v2 35221 2017-09-12 “Academic supervision of Pre-Registration BSc nursing students; what do they want?” cff2e3d0e99fe3103d6ebc9ec2ffbce2 0000-0001-6053-538X David Gallimore David Gallimore true false 2017-09-12 HNU This is a mixed methods research project undertaken at Swansea University and investigates the students’ perceptions of the academic support they received when writing assignments. The participants were all current students on a pre-registration BSc nursing programme. The rationale for this project was the current recognition in higher education that the views of the student should be considered at all levels of study. This is evident in the perceived importance of the National Student Survey (NSS) throughout the sector and specifically at Swansea University the undergraduate Student Experience Survey (SES) and the two postgraduate student surveys. However, most surveys of students are broad in context and don’t ask detailed questions about particular areas of the student experience. Specifically in the context of this study, when considering support received by students the NSS asks only 3 questions about this, and only one of those asks specifically about academic support. When reviewing the literature it is clear that there is very little written about the provision of academic support from the students’ perspective. This is especially limited when considering undergraduate students, with the majority of studies investigating postgraduate research students’ experiences of academic supervision. The research had a number of specific objectives. •To identify and explore students’ views on the quantity and quality of academic supervision they currently receive•To identify and explore students’ reasons for engaging (or not) in academic supervision•To explore the students’ views on the availability of academic supervision•To identify and explore the students’ expectations on the timing of supervision •To identify and explore the students’ preferences for type and style of academic supervision•To identify students’ perceived strengths, challenges and areas for improvement in the current system of academic supervision•To explore the students’ views on future development for the provision of academic supervisionThe potential benefits identified by undertaking this study include;•Recognition of areas of student perceived good practice in academic supervision•Establishment of student led evidence for the development of new policy or guidance on academic supervision•Identification of student areas of concern in relation to academic supervisionThe initial data finding and analysis will be presented with suggestions for future directions of enquiry. Conference Paper/Proceeding/Abstract Higher Education Academy annual conference Manchester University Supervision, student support, academic supervision, student voice, 4 7 2017 2017-07-04 COLLEGE NANME Nursing COLLEGE CODE HNU Swansea University 2017-10-11T13:44:27.3453220 2017-09-12T12:40:24.8638578 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing David Gallimore 0000-0001-6053-538X 1
title “Academic supervision of Pre-Registration BSc nursing students; what do they want?”
spellingShingle “Academic supervision of Pre-Registration BSc nursing students; what do they want?”
David Gallimore
title_short “Academic supervision of Pre-Registration BSc nursing students; what do they want?”
title_full “Academic supervision of Pre-Registration BSc nursing students; what do they want?”
title_fullStr “Academic supervision of Pre-Registration BSc nursing students; what do they want?”
title_full_unstemmed “Academic supervision of Pre-Registration BSc nursing students; what do they want?”
title_sort “Academic supervision of Pre-Registration BSc nursing students; what do they want?”
author_id_str_mv cff2e3d0e99fe3103d6ebc9ec2ffbce2
author_id_fullname_str_mv cff2e3d0e99fe3103d6ebc9ec2ffbce2_***_David Gallimore
author David Gallimore
author2 David Gallimore
format Conference Paper/Proceeding/Abstract
publishDate 2017
institution Swansea University
publisher Higher Education Academy annual conference
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing
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description This is a mixed methods research project undertaken at Swansea University and investigates the students’ perceptions of the academic support they received when writing assignments. The participants were all current students on a pre-registration BSc nursing programme. The rationale for this project was the current recognition in higher education that the views of the student should be considered at all levels of study. This is evident in the perceived importance of the National Student Survey (NSS) throughout the sector and specifically at Swansea University the undergraduate Student Experience Survey (SES) and the two postgraduate student surveys. However, most surveys of students are broad in context and don’t ask detailed questions about particular areas of the student experience. Specifically in the context of this study, when considering support received by students the NSS asks only 3 questions about this, and only one of those asks specifically about academic support. When reviewing the literature it is clear that there is very little written about the provision of academic support from the students’ perspective. This is especially limited when considering undergraduate students, with the majority of studies investigating postgraduate research students’ experiences of academic supervision. The research had a number of specific objectives. •To identify and explore students’ views on the quantity and quality of academic supervision they currently receive•To identify and explore students’ reasons for engaging (or not) in academic supervision•To explore the students’ views on the availability of academic supervision•To identify and explore the students’ expectations on the timing of supervision •To identify and explore the students’ preferences for type and style of academic supervision•To identify students’ perceived strengths, challenges and areas for improvement in the current system of academic supervision•To explore the students’ views on future development for the provision of academic supervisionThe potential benefits identified by undertaking this study include;•Recognition of areas of student perceived good practice in academic supervision•Establishment of student led evidence for the development of new policy or guidance on academic supervision•Identification of student areas of concern in relation to academic supervisionThe initial data finding and analysis will be presented with suggestions for future directions of enquiry.
published_date 2017-07-04T03:43:51Z
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