Nursing Education & Research

Biography

Nicola Brooks is Associate Dean (Academic) at De Montfort University, Leicester,UK. She is currently completing her Doctorate in Education with the Open University, United Kingdom and is a Senior Fellow of the Higher Education Academy. She is a Registered Nurse who teaches across pre and post registration Nursing courses at De Montfort University. She also works as a freelance clinical trainer for M&K, Cumbria teaching clinical skills and providing professional mandatory updates for both nursing and medical colleagues. Her research interests are related to supporting student success, learning analytics, clinical skills and professional issues.

 

Abstract

The development and implementation of learning analytics as a mechanism to support student success is an emerging trend within Higher Education. Literature recognises that learning analytics is perceived as an innovative educational development but recognises that little attention has been paid in terms of evaluating its effectiveness or pedagogic usefulness. This research study aims to gain a better understanding of learning analytics to support student success. The research question will broadly examine the opportunities and challenges of learning analytics from a student nurses perspective, and will demonstrate how learning analytics can be successfully implemented within Higher Education.

Through an Interprevist paradigm, this study will draw upon ethnography as a methodological approach to capture unique experiences of student’s nurses and midwives as research participants. Data collected through student focus groups will enable the researcher to gather a broad understanding of learning analytics from those involved and will enable a holistic portrayal of this cultural group.

The main findings of this study can be summarised as the need for learning analytics to have a clear context and purpose within Higher Education to ensure successful development, effectiveness and pedagogic usefulness. Findings demonstrate the need for effective organisational change, academic and student engagement, ownership and motivation. Findings also illustrate disparities (or gaps) with the development and implementation of learning analytics within Higher Education, with disparities needing to be resolved to ensure success. These findings contribute to the increasing evidence base into learning analytics within Higher Education from a unique perspective. Findings show how challenges are overcome to ensure effective institutional adoption and student success. This study will influence future practice by enhancing pedagogic knowledge, increasing understanding and supporting organisational development into this educational development.