Sam Chenery-Morris

Bio: Sam Chenery-Morris is an academic researcher from University Campus Suffolk. The author has contributed to research in topics: Grading (education) & Academic writing. The author has an hindex of 2, co-authored 5 publications receiving 16 citations.

A scoping study to explore the application and impact of grading practice in pre-registration midwifery programmes across the United Kingdom.

Abstract: Grading of practice is a mandatory element of programmes leading to registration as a midwife in the United Kingdom, required by the Nursing and Midwifery Council. This validates the importance of practice by placing it on an equal level with academic work, contributing to degree classification. This paper discusses a scoping project undertaken by the Lead Midwives for Education group across the 55 Higher Education Institutions in the United Kingdom which deliver pre-registration midwifery programmes. A questionnaire was circulated and practice tools shared, enabling exploration of the application of the standards and collation of the views of the Lead Midwives. Timing and individuals involved in practice assessment varied as did the components and the credit weighting applied to practice modules. Sign-off mentor confidence in awarding a range of grades had increased over time, and mentors seemed positive about the value given to practice and their role as professional gatekeepers. Grading was generally felt to be more robust and meaningful than pass/refer. It also appeared that practice grading may contribute to an enhanced student academic profile. A set of guiding principles is being developed with the purpose of enhancing consistency of the application of the professional standards across the United Kingdom.

Core principles to reduce current variations that exist in grading of midwifery practice in the United Kingdom.

Abstract: Aim To reduce variations in grading of midwifery practice and enhance reliability of assessment. Background The first phase of a national project showed there to be widely ranging interpretation and application of professional educational standards in relation to grading of practice in midwifery. This raised concerns about reliability and equity of professional assessment. The second phase therefore sought to achieve consensus on a set of core principles. Methods A participatory action research process in two stages, using a Mini-Delphi approach. Educational leads from all 55 institutions delivering midwifery programmes nationally were invited to participate. Stage one: Questionnaire comprising 12 statements drawn from the findings of the initial phase of the project. Stage two: Face-to-face discussion. Findings Statements were categorised based on questionnaire responses: 1) Consensus, 2) Staged consensus, 2) Minor modifications, 4) Controversial. Consensus was achieved on 11 core principles through group discussion; only one was omitted from the final set. Recommendations All midwifery programmes nationally to incorporate the agreed core principles. Findings should be disseminated to the regulatory body to help inform changes to midwifery and nursing educational standards. The core principles may also contribute to curriculum development in midwifery and other professions internationally.

Towards a consensus on the circular economy

Abstract: The growing importance of the concept of the circular economy as a way to attain sustainable development has encouraged scholars to propose different ways to understand it. Given the large number of studies done on the circular economy, their differing approaches and their multiple applications, this paper attempts to propose a consensus view of the basic notions of the circular economy framework and highlight its relationship with eco-innovation. To that end, this study carried out a systematic literature review that resulted in four main outputs: a knowledge map of the circular economy, an analysis of the main notions of the concept, principles, and determinants of a circular economy. Finally, this study brings to light some remarkable examples of eco-innovations developed for implementation in the circular economy.

Conceptualising mLearning Literacy

Abstract: Research into the educational application of mobile technologies has increased dramatically in recent years. Much has been written about mobile learning and its various pedagogical practices and issues as well as the theoretical frameworks that have been developed to underpin the studies in the reports. However, little has been written about the literacy associated with learning with mobile devices and whether there is a place for its development in education. This conceptual paper seeks to explore mLearning literacy, the digital literacy associated with learning with mobile devices, and asks the question: What is mLearning literacy and what are its implications for educators? In the paper, the author will argue that fundamental to learning with mobile devices is the need to develop the associated digital literacy in students. The author proposes that being mLearning literate would empower students to learn more independently and more safely when using mobile devices and their applications.

The reliability and validity of multiple mini interviews (MMIs) in values based recruitment to nursing, midwifery and paramedic practice programmes: findings from an evaluation study

Abstract: Background: Universities in the United Kingdom (UK) are required to incorporate values based recruitment (VBR) into their healthcare student selection processes. This reflects an international drive to strengthen the quality of healthcare service provision. This paper presents novel findings in relation to the reliability and predictive validity of multiple mini interviews (MMIs); one approach to VBR widely being employed by universities. Objectives: To examine the reliability (internal consistency) and predictive validity of MMIs using end of Year One practice outcomes of under-graduate pre-registration adult, child, mental health nursing, midwifery and paramedic practice students. Design: Cross-discipline evaluation study. Setting: One university in the United Kingdom. Participants: Data were collected in two streams: applicants to A) The September 2014 and 2015 Midwifery Studies programmes; B) September 2015 adult; Child and Mental Health Nursing and Paramedic Practice programmes. Fifty-seven midwifery students commenced their programme in 2014 and 69 in 2015; 47 and 54 agreed to participate and completed Year One respectively. 333 healthcare students commenced their programmes in September 2015. Of these, 281 agreed to participate and completed their first year (180 adult, 33 child and 34 mental health nursing and 34 paramedic practice students). Methods: Stream A featured a seven station four-minute model with one interviewer at each station and in Stream B a six station model was employed. Cronbach’s alpha was used to assess MMI station internal consistency and Pearson’s moment correlation co-efficient to explore associations between participants’ admission MMI score and end of Year one clinical practice outcomes (OSCE and mentor grading). Results: Stream A: Significant correlations are reported between midwifery applicant’s MMI scores and end of Year One practice outcomes. A multivariate linear regression model demonstrated that MMI score significantly predicted end of Year One practice outcomes controlling for age and academic entry level: coefficients 0.195 (p = 0.002) and 0.116 (p = 0.002) for OSCE and mentor grading respectively. In Stream B no significant correlations were found between MMI score and practice outcomes measured by mentor grading. Internal consistency for each MMI station was ‘excellent’ with values ranging from 0.966–0.974 across Streams A and B. Conclusion: This novel, cross-discipline study shows that MMIs are reliable VBR tools which have predictive validity when a seven station model is used. These data are important given the current international use of different MMI models in healthcare student selection processes.

Nurse education in practice

Abstract: To record the variation of perceptions of midwifery faculty in terms of the possibilities and challenges related to the completion of their first online master's level programme in Sexual and Reproductive Health and Rights in Somaliland. The informants included in this phenomenongraphical focus group study were those well-educated professional women and menwho completed the master's program. The informant perceived that this first online master's level programme provided tools for independent use of the Internet and independent searching for evidence-based information, enhanced professional development, was challenge-driven and evoked curiosity, challenged professional development, enhanced personal development and challenged context-bound career paths. Online education makes it possible for well-educated professional women to continue higher education. It furthermore increased the informants' confidence in their use of Internet, software and databases and in the use of evidence in both their teaching and their clinical practice. Programmes such as the one described in this paper could counter the difficulties ensuring best practice by having a critical mass of midwives who will be able to continually gather contemporary midwifery evidence and use it to ensure best practice. An increase of online education is suggested in South-central Somalia and in similar settings globally. © 2017 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Exploring the value of the tripartite assessment of students in pre-registration midwifery education: A review of the evidence

Abstract: Many universities use a tripartite assessment within the pre-registration midwifery curriculum to grade student practice; we consider what the purpose and value are from an educational, formal and social perspective. By utilising research, policy documents and reflections from our experiences we explore the principles which underpin this judgement of student performance. After deliberation, we consider the increased presence in practice to have many benefits, but have evidence that it is not required educationally, to assess student practice, or to formalise the assessment process, since sign-off mentors are now better prepared to undertake this role. Thus, to support our increased partnership with practice, afforded by tripartite assessments, we offer an alternative.