03_Helping+students+cross+boundaries

=Helping students to cross boundaries= Our discussion was prompted by our various experiences in supporting, teaching and researching OU students undertaking the pre - registration nursing programme. All students undertaking this programme have been working as health care assistants, many for a number of years, so we began by asking various questions such as: How far does a familiar landscape become unfamiliar as new learning, differing relationships, alternative perspectives and new expectations occur? We reflected on the importance of gateway practices such as academic writing but asked what more could we do to support students who may feel 'outside' the usual student community in terms of age, academic ability and practice preoccupations? In addition, we asked whether a focus on the achievement of required learning outcomes and proficiencies in the formal curriculum inevitably leads us to pay less attention to other important aspects of practice learning related to how we help students to understand and manage emotional aspects? Whilst the motivation to gain professional registration may be high, some students have fears about what they might become in the future, with the notion that having a professional identity might mean the loss of the ability to see themseves as ' caring' people. What can we do to meet the challenges of the mixed message we may be sending them of their need to give individualised, holistic care but also of fitting into a practice team working under high pressure and imposed targets?

Instead of seeing the student journey as one of horizontal progression along a series of academic and practice hurdles, we considered vertical perspectives including the effect on the student of multimembership of communities of practice. Whilst support from clinical and academic staff is vital, we noted the sometimes underestimated influence of the student peer group in helping its members to cross boundaries, understand practice and provide a supportive network. Reviewing the student experience and evolving professional identity in the light of the complexities of engagement, imagination and alignment has been an enlightening experience.