To build a nursing workforce that is equipped to undertake oral health promotion and screening, an educational program was needed. With codesign being used in multiple settings, it was selected as the approach to use, with Mezirow’s Transformative Learning theory as the underpinning framework. This study aimed to develop an oral healthcare educational intervention for nursing students. Using a six-step codesign framework, nursing students and faculty staff were invited to participate in two Zoom™ Video Communication workshops to codesign the learning activities to be used in the classroom. The codesign process was evaluated through focus groups and analysed using a hybrid content analysis approach. A multifaceted oral healthcare educational intervention was developed. Learning material was delivered using a range of different learning and teaching resources such as dental models, podcasts, and an oral health assessment across two subjects. Multiple approaches to recruitment, the in
The development of a student identity as it relates to the transition of commencing students to higher education has long been identified in the literature as essential to success. As importantly, the existence of a sense of belonging has been considered key to transition and success and the formation of a student identity. Less prominent in the literature, the newly articulated notion of mattering has evolved from and is currently challenging the concept of student belonging. Mattering offers a broader understanding of what it means to have students in transition believe they are important, that they matter to the institution of study. The notion of mattering resonates strongly with the authors as transition educators. This paper draws on the work of Lizzio (2006) and MacFarlane (2018) to consider the essential ingredients any preparatory course should include to successfully transition underrepresented groups of students to study at the award level. A comparison of the STEPS course i
Reading days, and the week before finals, are a great time to get prepared, but those few days go by very quickly. Here are four tips on how to maximize the time.
Introduction: Transformative learning exposes students to situations where they can transform their perspective, question beliefs, and become effective learners. Methods: A scoping review was conducted guided by an established methodology. A search of six electronic databases was undertaken up to October 2021: 1) Academic Search Complete; 2) CINAHL; 3) Education Research Complete; 4) ERIC; 5) ProQuest Central; and 6) SCOPUS. Forward and backward searches of included studies were also performed. Results: Five studies used Mezirow's theory to underpin educational program development or implementation, and seven used this theory to evaluate learning transformation following program completion. Although a range of learning and teaching strategies were used, group learning to promote student collaboration was used in seven studies. Nine studies reported learning transformation, however, the assessment of this outcome varied. Discussion: The findings of this review highlight variability