Alien knowledge: Preparing student midwives for learning about infant feeding-Education practice at a UK university
Authors: Angell, C. and Taylor, A.M.
Journal: Nurse Education Today
eISSN: 1532-2793
ISSN: 0260-6917
DOI: 10.1016/j.nedt.2012.10.013
Abstract:Infant feeding education forms a key element in undergraduate midwifery education in the UK. Students must be prepared to provide women with support and information to make appropriate health choices for themselves and their infants. However, student midwives may already have developed opinions about infant feeding prior to commencing a midwifery education programme. The education literature suggests that existing attitudes may present a barrier to learning for some students. This particularly applies to learning in relation to sensitive or emotionally laden subjects. A review of the literature was undertaken to identify potential teaching approaches which might help students to overcome barriers to learning. Following this the evidence was utilised at a UK university to develop activities which prepare student midwives for effective learning around infant feeding. Students enrolled in the midwifery education programme were introduced to a number of activities aimed at encouraging them to accommodate unfamiliar ideas or 'alien knowledge'. These included placing students in situations which challenged their ideas, as well as engaging in group discussions and reflective exercises. The impact of these educational interventions was identified through formative and summative assessment, and through evaluation of the teaching strategy at the end of the programme. This demonstrated that, amongst those students with previously negative attitudes towards infant feeding, there was a move towards more positive attitudes and a greater confidence in providing evidence based information to parents. © 2012 Elsevier Ltd. All rights reserved.
https://eprints.bournemouth.ac.uk/21746/
Source: Scopus
Alien knowledge: Preparing student midwives for learning about infant feeding-Education practice at a UK university
Authors: Angell, C. and Taylor, A.M.
Journal: Nurse Education Today
Volume: 33
Issue: 11
Pages: 1411-1415
eISSN: 1532-2793
ISSN: 0260-6917
DOI: 10.1016/j.nedt.2012.10.013
Abstract:Infant feeding education forms a key element in undergraduate midwifery education in the UK. Students must be prepared to provide women with support and information to make appropriate health choices for themselves and their infants. However, student midwives may already have developed opinions about infant feeding prior to commencing a midwifery education programme. The education literature suggests that existing attitudes may present a barrier to learning for some students. This particularly applies to learning in relation to sensitive or emotionally laden subjects. A review of the literature was undertaken to identify potential teaching approaches which might help students to overcome barriers to learning. Following this the evidence was utilised at a UK university to develop activities which prepare student midwives for effective learning around infant feeding. Students enrolled in the midwifery education programme were introduced to a number of activities aimed at encouraging them to accommodate unfamiliar ideas or 'alien knowledge'. These included placing students in situations which challenged their ideas, as well as engaging in group discussions and reflective exercises. The impact of these educational interventions was identified through formative and summative assessment, and through evaluation of the teaching strategy at the end of the programme. This demonstrated that, amongst those students with previously negative attitudes towards infant feeding, there was a move towards more positive attitudes and a greater confidence in providing evidence based information to parents. © 2012 Elsevier Ltd.
https://eprints.bournemouth.ac.uk/21746/
Source: Scopus
Preferred by: Catherine Angell
Alien knowledge: preparing student midwives for learning about infant feeding--education practice at a UK university.
Authors: Angell, C. and Taylor, A.M.
Journal: Nurse Educ Today
Volume: 33
Issue: 11
Pages: 1411-1415
eISSN: 1532-2793
DOI: 10.1016/j.nedt.2012.10.013
Abstract:Infant feeding education forms a key element in undergraduate midwifery education in the UK. Students must be prepared to provide women with support and information to make appropriate health choices for themselves and their infants. However, student midwives may already have developed opinions about infant feeding prior to commencing a midwifery education programme. The education literature suggests that existing attitudes may present a barrier to learning for some students. This particularly applies to learning in relation to sensitive or emotionally laden subjects. A review of the literature was undertaken to identify potential teaching approaches which might help students to overcome barriers to learning. Following this the evidence was utilised at a UK university to develop activities which prepare student midwives for effective learning around infant feeding. Students enrolled in the midwifery education programme were introduced to a number of activities aimed at encouraging them to accommodate unfamiliar ideas or 'alien knowledge'. These included placing students in situations which challenged their ideas, as well as engaging in group discussions and reflective exercises. The impact of these educational interventions was identified through formative and summative assessment, and through evaluation of the teaching strategy at the end of the programme. This demonstrated that, amongst those students with previously negative attitudes towards infant feeding, there was a move towards more positive attitudes and a greater confidence in providing evidence based information to parents.
https://eprints.bournemouth.ac.uk/21746/
Source: PubMed
Alien knowledge: Preparing student midwives for learning about infant feeding-Education practice at a UK university
Authors: Angell, C. and Taylor, A.M.
Journal: NURSE EDUCATION TODAY
Volume: 33
Issue: 11
Pages: 1411-1415
eISSN: 1532-2793
ISSN: 0260-6917
DOI: 10.1016/j.nedt.2012.10.013
https://eprints.bournemouth.ac.uk/21746/
Source: Web of Science (Lite)
More than snap, crackle, pop: Outlining DWT as an innovative method for research with young children
Authors: Angell, C. and Angell, R.J.
Journal: Journal of Advertising Research
Abstract:This article presents researchers in advertising and marketing with ‘Draw, Write and Tell’ (DWT), an innovative creative method suitable for research with younger children (5-11 years). A case study using an advertisement promoting Kellogg’s Rice Krispies cereal illustrates how DWT can be implemented in practice. The researchers conclude that the method offers several benefits. Data quality is high as a result of participant and stakeholder ‘buy in’, the application of ‘visualization’ methods and the possibility of data triangulation through its ‘multi-method’ design. Advertisers can use the results for ‘evaluating’ children’s responses to advertising material, whilst enhanced creativity provides an opportunity for the ‘modification’ of communications. Limitations of DWT with directions for its future development are also considered.
https://eprints.bournemouth.ac.uk/21746/
Source: Manual
Alien knowledge: preparing student midwives for learning about infant feeding--education practice at a UK university.
Authors: Angell, C. and Taylor, A.M.
Journal: Nurse education today
Volume: 33
Issue: 11
Pages: 1411-1415
eISSN: 1532-2793
ISSN: 0260-6917
DOI: 10.1016/j.nedt.2012.10.013
Abstract:Infant feeding education forms a key element in undergraduate midwifery education in the UK. Students must be prepared to provide women with support and information to make appropriate health choices for themselves and their infants. However, student midwives may already have developed opinions about infant feeding prior to commencing a midwifery education programme. The education literature suggests that existing attitudes may present a barrier to learning for some students. This particularly applies to learning in relation to sensitive or emotionally laden subjects. A review of the literature was undertaken to identify potential teaching approaches which might help students to overcome barriers to learning. Following this the evidence was utilised at a UK university to develop activities which prepare student midwives for effective learning around infant feeding. Students enrolled in the midwifery education programme were introduced to a number of activities aimed at encouraging them to accommodate unfamiliar ideas or 'alien knowledge'. These included placing students in situations which challenged their ideas, as well as engaging in group discussions and reflective exercises. The impact of these educational interventions was identified through formative and summative assessment, and through evaluation of the teaching strategy at the end of the programme. This demonstrated that, amongst those students with previously negative attitudes towards infant feeding, there was a move towards more positive attitudes and a greater confidence in providing evidence based information to parents.
https://eprints.bournemouth.ac.uk/21746/
Source: Europe PubMed Central
Alien knowledge: Preparing student midwives for learning about infant feeding-Education practice at a UK university
Authors: Angell, C. and Taylor, A.M.
Journal: Nurse Education Today
Volume: 33
Issue: 11
Pages: 1411-1415
ISSN: 0260-6917
Abstract:Infant feeding education forms a key element in undergraduate midwifery education in the UK. Students must be prepared to provide women with support and information to make appropriate health choices for themselves and their infants. However, student midwives may already have developed opinions about infant feeding prior to commencing a midwifery education programme. The education literature suggests that existing attitudes may present a barrier to learning for some students. This particularly applies to learning in relation to sensitive or emotionally laden subjects. A review of the literature was undertaken to identify potential teaching approaches which might help students to overcome barriers to learning. Following this the evidence was utilised at a UK university to develop activities which prepare student midwives for effective learning around infant feeding. Students enrolled in the midwifery education programme were introduced to a number of activities aimed at encouraging them to accommodate unfamiliar ideas or 'alien knowledge'. These included placing students in situations which challenged their ideas, as well as engaging in group discussions and reflective exercises. The impact of these educational interventions was identified through formative and summative assessment, and through evaluation of the teaching strategy at the end of the programme. This demonstrated that, amongst those students with previously negative attitudes towards infant feeding, there was a move towards more positive attitudes and a greater confidence in providing evidence based information to parents.
https://eprints.bournemouth.ac.uk/21746/
Source: BURO EPrints