The School of Nursing & Health Sciences is collaborating with ‘Lift Off’; a national initiative which targets secondary school pupils in areas of deprivation. The collaboration offers young people an opportunity to participate in immersive clinical simulation sessions.
Tom McConnachie, School of Nursing and Health Sciences
This Case Study won the University’s Inclusive Practice Award in 2017:
The gender inequality in recruitment in nursing is an issue recently highlighted by Hugh Masters, Associate Chief Nursing Officer and honorary Professor of the University of Dundee, in a visit to the University of Dundee and one long recognised by the School of Nursing and Health Sciences as problematic. Current admission figures indicate our intake is approximately 92% female to 8% male, which is far from the ECU target of a 75/25 split.
Zamanzadeh et al. 2013). In the United Kingdom there is little in terms of focused research. Studies which have been done abroad have some relevance however with so little work undertaken in the UK, it is difficult to establish generalisability (Mulholland 2008; Pryjmachuk 2009). In addition, Scotland now differs significantly from England in that it retains the bursary system.
This project aims to gather the views and experiences of current male nursing students about the facilitators and barriers to choosing nursing as a career. We will use the information gathered to improve our recruitment strategy, with a view to increasing the numbers of males recruited to undergraduate nursing programmes, which now include Masters, Honours and Ordinary Degree options.
Jacqueline Eccles, School of Nursing and Health Sciences
This Case Study won the University’s Inclusive Practice Award in 2017:
This site provides examples of good practice in making the University a more inclusive place to work and learn. Each example is a description of how an activity has improved access to, and quality of, an educational experience or service provision for a specific group, or plans to do so.
Several of the case studies on this site have won the University’s Inclusive Practice Award. This is an annual award open to staff in Academic Schools and Professional Services. We are currently inviting submissions for the 2018 Award. The deadline for submissions this year is 27th April:
Please feel free to find out more about the Showcase, browse the case studies, and be inspired to adopt the good practice described here in your own work – or consider contributing your own case study!
From September 2016, we are introducing ASK4Books to 1st year nursing students, to promote an inclusive and equitable approach to teaching our diverse student population. This is a set of activities, centred around reading novels/biographies related to health and social care. ASK4Books will help to orientate students to the complex nature of healthcare settings, raise awareness of groups with protected characteristics within healthcare contexts and promote development of academic skills.
Dr. Linda Martindale & Dr. Linda McSwiggan, School of Nursing and Health Sciences
This Case Study won the University’s Inclusive Practice Award in 2016.
AC21010 (Data Visualisation) is a module that teaches mixed cohorts, including those from different Schools, and those from socio-economic deprived backgrounds who are attending the university as part of a co-curriculum agreement with Dundee and Angus College; an agreement initiated by Prof David Coates. One success of the module was the bonding between the different groups through an end-of-module exhibition. An award of £1000 would allow the exhibition to continue for at least 3 years.
This Case Study won the University’s Inclusive Practice Award in 2014.
To create a bank of media resources detailing and solving common academic writing issues, to support students at a distance from the University.
The development of inclusive and flexible learning resources for learners on the BA Professional Development (BAPD) programme through the use of note-taking software.
The Institute of Sport and Exercise (ISE) has developed an ‘Appropriate Exercise Intensity Support Guideline’ to ensure that cases of inappropriate exercise are dealt with sensitively, fairly and supportively with the prime objective of promoting a healthy balanced lifestyle for all. The Support Guideline will support all ISE members and further enhance our service provision and access to our student community.
