Improving Student Retention and Wellbeing via Co-production Linda O’Neill, MSc, RGN and Linda McSwiggan, PhD

Background:. Student Experience of Early Transitions Background: Student Experience of Early Transitions → Key to Student Retention and Success

Preliminary Study Aim: To explore students’ experiences of early transitions Sample: First year nursing students (N=25) – ‘Learning team’ Methods: Focus groups - self-selected Experiences v expectations Perceptions re. improvements Questionnaire: Considered leaving? What made them stay?

Preliminary Study Results – Questionnaire and Focus groups Key qualitative findings School leavers and those living away from home - more challenging experiences Assessment Unprepared for clinical placement Unmet support needs

Preliminary Study Results – Questionnaire and Focus groups Key qualitative findings School leavers and those living away from home - more challenging experiences Assessment Unprepared for clinical placement Unmet support needs

Preliminary Study Results – Questionnaire and Focus groups Key qualitative findings School leavers and those living away from home - more challenging experiences Assessment Unprepared for clinical placement Unmet support needs

Preliminary Study Results – Questionnaire and Focus groups Key qualitative findings School leavers and those living away from home - more challenging experiences Assessment Unprepared for clinical placement Unmet support needs

Next steps…

Rationale for Further Study and Action Research Substantial number had considered leaving Are the findings representative of a larger student body? Which changes are achievable and most likely to have an impact? A desire to take action, make a difference to the student experience and retention An action research approach1,2 the most appropriate methodology Evidence that co-production through considered collaborative working can achieve more effective working and improved outputs and efficiency 2 Co-produce with students3,4 – demonstrate their contribution is valued, more likely to produce impactful changes, learn graduate5 and employability6 skills. “You said…, we did…” “We said…, we did…” 7

Action Research Study: Aims To explore the experiences of first year nursing students, compared to their expectations, when making the transition into higher education and the transition into their first clinical placement To explore students’ perceptions of how their experience could be improved To examine the reasons that some students have considered leaving the programme and what made them stay To determine achievable modifications to the learning environment (at university and in practice), that may have a positive impact on the student experience

Action Research Study: Methodology & Methods Action research process enhanced by students acting as research partners8 Survey questionnaire to first year cohort (n=400) – all fields: Co-produced with students Informed by previous responses and review of literature Include the Warwick Edinburgh mental well-being scale (7 item)9 Focus groups: Composition and questioning route informed by questionnaire responses Co-facilitated by students Action research cycle1

Action Research Study: Co-production “Co-production in research aims to put principles of empowerment into practice, working with communities and offering communities greater control over the research process and providing opportunities to learn and reflect from their experience” 10 Challenges and benefits: For study team For students More broadly

Thank you

References McNiff, J. and Whitehead, J., eds. (2012) All You Need to Know About Action Research. 2nd edn. London: Sage. Arnold, L and Norton, L. (2018) ‘Higher Education Academy Action Research: Practice Guide.’ York. HEA. Available at: https://www.heacademy.ac.uk/knowledge-hub/action-research-practice-guide (Accessed 26/03/18) Walsh. L & Kahn, P. (2009) Collaborative Working in Higher Education. The Social Academy. London: Routledge. Streeting, W. and Wise, G. (2009) ‘Rethinking the values of higher education–consumption, partnership, community?’ Gloucester: QAA. Carey, P. (2013) ‘Student as co-producer in a marketised higher education system: a case study of students’ experience of participation in curriculum design.’ Innovations in Education and Teaching International. 50:3, 250-260, DOI: 10.1080/14703297.2013.796714 Health Education England (HEE). (2015) The Willis Report. ‘Raising the Bar - Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants.’ Available at: https://www.hee.nhs.uk/sites/default/files/documents/2348-Shape-of-caring-review-FINAL.pdf (Accessed 30/03/18) NHS England Coalition for Collaborative Care. (No date). ‘A Co-production Model: Five values and seven steps to make this happen in reality.’ NHS England. Available at: http://coalitionforcollaborativecare.org.uk/wp- content/uploads/2016/07/C4CC-Co-production-Model.pdf (Accessed 30/03/18) Tsfafos, (2009), Cited by Arnold, L and Norton, L. (2018) ‘Higher Education Academy Action Research: Practice Guide.’ York. HEA. Available at: https://www.heacademy.ac.uk/knowledge-hub/action-research-practice-guide (Accessed 26/03/18) Warwick Medical School (2015) The Warwick Edinburgh mental well-being scale. Available at https://warwick.ac.uk/fac/med/research/platform/wemwbs (Accessed 09/05/18) Durose, C. et al. (2011) Connected communities: Towards co-production in research with communities. London. AHRC.