Activity 8 Strategies (Part Two)

Overall Strategy and Dimensions	Content	Activities	*Communication Interactions	Assessment
Strategy: Role plays	Role plays developed by Veterinary Nursing School staff that offer different real world scenarios to add as a formative tool that students can collaborate on before completion of their own summative video role play assessments for unit 5191 admission and discharge of a patient (3 videos provided for students to review)	Role plays are provided to the students to view and discuss through planned adobe connect ( session times provided that suit groups of students – numbers would have to be set to allow all students a chance to participate, these can be agreed upon at each block course location mid-year ) Comments and reflections for this unit can then be posted to their e-Portfolios	Students to work in small groups to discuss the role plays and then to load up their views/ group ideas on their own individual e-Portfolios Open access to other students to view and comment from other groups Facilitator to provide feedback  - to assist learning and reflection	Encourages collaboration with peers ( often limited in a distance learning environment ) Provides students with a formative assessment before completion of their marked summative assessment
Dimensions:	Creation of real world experience role plays that students will see in everyday clinical practise during the admission and discharge process of an animal into and from a Veterinary Clinic. ( these would be available to view on YouTube via links provided)	Students are placed into small groups and a time agreed upon for completion during the unit standard timeframe (6 weeks) – This will be completed at least 3 weeks before the due date of the summative assessment to allow formative feedback from facilitator.	Recorded Adobe sessions from student group work – for both students and facilitator to review. Peer and individual comments on student e-Portfolios Formative feedback from facilitator.	This would allow the facilitator to actively see the learning process of the students for this unit to see if they have a clear understanding of the basic principles behind the admission and discharge process.

My second strategy that I have considered is a formative role play assessment for Unit Standard 5191 admission and discharge of a patient. I first considered this concept in the ‘Assessing and Evaluating for learning’ paper I completed in 2012 and through the ‘Flexible learning” paper I have been able to consider how this concept could work alongside the e-Portfolio strategy I have outlined above.

Role plays can be an extremely effective learning tool particularly when they simulate real situations that bring both theory and skills together ‘They constitute a vehicle for helping students to achieve ‘deep learning’ in which they essentially transform new material by integrating it with previous knowledge and experience (Entwistle, (1996) retrieved from Ellington, H (1998)).

As discussed above the second year Veterinary Nursing Certificate students complete a number of hours in clinical placements and as this particular unit falls towards the end of the year they should have had some exposure to the admission and discharge process. Ideally I see this as role play simulations that the students can work through as an activity before they complete their own summative role play assessments for this unit. Although I have outlined some timeframes for this activity I do believe this could be flexible if students choose to complete this earlier than the suggested guidelines. There would also be flexibility for this to be a group work activity or if some students prefer this can be an autonomous exercise. Feedback would be provided by the lecturer once the student has completed a posting onto their portfolio and students are also encouraged to communicate and leave comments.

References:

Ellington, H. (1998). Higher Education Academy Imaginative Curriculum Guide Using Games, Simulations, Case Studies and Role-Play to stimulate students’ creativity. Retrieved from http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&ved=0CFsQFjAF&url=http%3A%2F%2Fwww.heacademy.ac.uk%2Fassets%2Fdocuments%2Fresources%2Fdatabase%2Fid363_imaginative_curriculum_guide_ellington.doc&ei=o7jkUuy0FYubkwWzvYCoDw&usg=AFQjCNE5B1YRqDRyEzUZHiOTHcUpFvVxng&sig2=H4AUrjfNkDaKLEA5gNtIJg

 

Teaching. (n.d). Assessing with Role Play and Simulation. University of New South Wales, Australia. Retrieved from http://teaching.unsw.edu.au/assessing-role-play-and-simulation#