Student Success: Barriers and Facilitators

This report discusses the views of final year students and recent graduates who attended a TCD led, multi-institutional one-day workshop on what student success means to them, and what they identified as the facilitators of and barriers to achieving that success.
The findings were based on the analysis of four types of inputs for the seminar: written submissions by students on the theme prior to the seminar and student talks, panel discussion and workshop discussions on the day of the seminar.
Student success is a broad concept. It is different for and personal to each student and changes with the student’s journey from initial entry to college through to graduation. In order to have a framework to discuss the concept at the seminar, a thematic analysis was done of the written submissions which students submitted prior to the seminar.

GeoLab

The GeoLab project is designed to deliver teaching and learning resources to improve the development of essential petrological skills at the four national third level geoscience units in Ireland.

Shared Core Professional Competencies for Medicine, Nursing and Pharmacy

Each profession has defined competencies that have to be achieved by all students prior to graduation. It is the students’ responsibility to seek out opportunities from clinical practice and develop their cognitive knowledge to achieve these competencies, which establishes the profession’s role in the protection of the public and ensures that the new graduate is fit for purpose and fit for practice.

ePrePP has carefully appraised the competency documents of medicine, nursing and pharmacy in Ireland and identified the shared competencies as a professional and as a practitioner.

The competency diagram shows the 5 domains of a professional and the 3 domains of a practitioner that are shared between medicine, nursing and pharmacy practice. The resources below will help you and your tutor to establish your learning needs.

Street Law

Street law is designed to provide participants with an understanding of their legal rights and obligations and to teach the fundamental principles that underlie our legal system. This is intended to enable participants to use their knowledge to address their own real life problems and motivate them to become active participants in society with a positive attitude towards the law.

Social Policy Education: Enhancing Digital Skills (SPEEDS)

The SPEEDS project sought to expand social policy educators’ digital capacities and improve their confidence in integrating digital skills into curricula. Social policy educators were partnered with learning technologists within each of the partner institutions as they implemented the National Professional Development Framework, with a particular focus on enhancing digital skills. A spiky profile tool was developed to map the digital skills of participating educators, and group and individual training was provided as needed. Educators were transformed into ‘Digital Champions’ whose journeys were documented throughout the process. This provided a map for others who wish to follow in their footsteps.