SOLSTICE & CLT Conference 2013
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Transcript of SOLSTICE & CLT Conference 2013
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Building bridges with China: collaborative opportunities to enhance international experiences for academics and studentsVeronica Vernon & Cathy GriffithsEdge Hill University
SOLSTICE & CLT Conference 2013
5th & 6th June 2013
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Guizhou Province
• Located in South West China• Landscape -mountainous region• Home to 48 ethnic minorities• Capital Guiyang • Population 4,324,561 (Guiyang 2010)
• Food – Hot, spicy and sour
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(Background) January 2012
• Stage One1 – Development of a two week Summer School for Guiyang
Student Nurses: 6 students and 1 English teacher• Stage Two– Design and delivery of a bespoke teaching programme in
Guiyang: 6 students, 2 academics • Stage Three– Development of a three month educational programme
delivered at Edge Hill University for three academics: 2 clinical nurses, 1 English teacher
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Stage 1: preparation
Some ‘knowns’ Many ‘unknowns’
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Stage 2:Selection Process
• Programme delivery• Student Experience• Invitation – all students from identified cohort• Short listing – 17 written applications• Students invited to attend interview and
presentation– “Day in the life of a student nurse”
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Introductions
• 7 students selected ( 2 reserves)• A series of sessions organised to plan/organise
event– Opportunity for students to meet each other– Find out about more about Guiyang– Share presentations– Discuss expectations, identify possible resources,
materials• Date set for June
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First Impressions
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Introduction to Guiyang Vocational Nursing College
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Preparing for the adventure
• Preparing the student group– Motivation, group
dynamics– Planning for teaching
and Learning– Difference in culture– Language Barriers
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Induction week Guiyang style!
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Developing the Teaching Programme
• Number of sessions?
• ‘Knowns’ and ‘unknowns’• (language / knowledge)
• What did they want form us?
• Storming, norming, performing ….. Eventually!
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• Support v challenge
• Meeting expectations
• Comfort zones
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Students as teachers
• Deconstruction and reconstruction of their role
• New identity• Peer or protégé?• Power dynamics• ‘Student mode’• Effecting change in
attitude and behaviour
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Interesting translation!
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Standing shoulder to shoulder
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Impact: ‘Student’ Experience
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Impact: ‘Teacher’ Experience
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Stage 3: What was valuable?
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Further research
• Models for preparation?
• Strategies for institutions?
• Impact upon current and future careers?
• Impact on patient care?
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In summary…….