Plan for First Year Academic Orientation and
Transition
WORKING DRAFT
Faculty of Nursing
The four Objectives set out in the Plan below are based on the First Year Experience
Principles endorsed by the Academic Board at the University of Sydney in September
2000. This template is a modified version of a framework first devised by the Academic
Development Unit at La Trobe University.
OBJECTIVE 1: TO FAMILIARISE STUDENTS WITH THE
UNIVERSITY’S PHYSICAL ENVIRONMENT,
ACADEMIC CULTURE AND SUPPORT SERVICES
Strategy
1.1 Introduce
students to physical
environment.
1.2 Explain
academic culture.
1.3 Promote the
wider student
support services of
the University
Initiative
Students enrol in the Faculty
Building and during O week
Welcome and Information
sessions provide both verbal
and written information.
Tours provided of Faculty
layout. Welcome BBQ with
attendance by Faculty staff,
including Dean and
Associate Deans.
Introductory ‘lecture’ during
O-week and the first lecture
of every Unit of Study lay
the groundwork for
fostering the academic
culture of the Nursing
Faculty. Faculty welcome
is conducted by the
Associate Dean. The
Faculty Dean also addresses
students. Students are
provided with written and
WebCT information
regarding expectations for
academic standards and
expectations.
Written and verbal
information provided in
student ‘pack’ during OWeek regarding Learning
Centre, Counselling service,
Responsibility
Outcome
st
Students start to
become aware of the
physical layout of the
various buildings and
learn who to go to for
assistance.
st
Contact between
students and Faculty
staff is initiated and
becomes the basis for
on-going contact and
the development of
academic relationships.
This helps to foster
students’ beginning
awareness of the
culture of the Faculty.
st
Students comment
that (i) they know there
are services available,
and (ii) know how to
access them.
Associate Dean 1
Year; Associate Dean
prospective students.
Associate Dean 1
Year. All teaching staff
for Year 1 are
encouraged to be
present at Welcome.
Associate Dean 1
Year; Year 1 teaching
staff.
including Learning
Centre, library,
health service and
counselling, equity
& access, financial
services, computer
access.
Health service, Nursing
Library and other libraries
on main campus, computer
labs and access times.
Pamphlets from various
services also made
available.
OBJECTIVE 2: TO DEVELOP STUDENTS’ SENSE OF
PURPOSE AND DIRECTION BY PROMOTING THEIR
UNDERSTANDING OF WHAT THEIR COURSES INVOLVE;
WHERE THEIR COURSES WILL LEAD THEM; AND WHAT
THEIR LEARNING IN THOSE COURSES WILL INVOLVE.
Strategy
Initiative
Responsibility
Outcome
2.1 Promote a clear
understanding of
why they are doing
their units of study
and courses, and
where the units of
study and courses
are directed.
It is important to
acknowledge and bridge the
theory-practice ‘gap’ in
nursing. The theoretical and
practical aspects and their
relevance to one another as
well as nursing practice are
thus focused upon. In every
Unit of Study teaching staff
discuss the relevance of the
unit of study content to
students’ nursing degree and
career. Students are
informed in writing and
verbally about the structure
of the BN and how Year 1
forms a basis for studies in
Years 2 and 3. The nursing
units move from foundation
to more focused and
complex issues across the
three years. The approved
template for Unit of Study
Outline has been introduced
and is mandatory. Students’
clinical placement mid-way
through Semesters 1 and 2
are used as a focal point for
tutorial discussions to help
reinforce their academic
studies.
Unit of Study Outline
adopted – this provides
information regarding
objectives, expectations,
learning outcomes,
assessment etc. The Unit of
Study Outline is constantly
referred to during semester
and is available on-line in
most instances.
All Unit of Study and
Clinical co-ordinators
and teaching staff.
Students begin to get
a sense of the
coherence and
relevance of their
nursing degree.
Students report a
better understanding
of why they study the
more theoretical
subjects and these
subjects can inform
clinical practice.
Unit of Study coordinators.
Students are provided
with a focus and
structure for their
learning. Students
have reported that this
helps to reduce their
uncertainty and stress
about what is
expected of them.
2.2 Promote a clear
understanding of the
aims and objectives;
learning outcomes;
learning processes;
assessment methods;
and teaching and
learning methods of
units of study and
courses.
OBJECTIVE 3: TO PROMOTE AND SUPPORT STUDENTS’
ENGAGEMENT WITH THE UNIVERSITY, INCLUDING WITH
THEIR PEERS.
Strategy
Initiative
Responsibility
Outcome
3.1 Promote
students’
involvement in
university life
including
engagement with
their peers in and
out of class.
3.2 Support
students to stay
on in their units
of study and
courses, by
identifying ‘at
risk’ students
early and
providing support
where
appropriate.
A mentor system is in place
which has been initiated by
the Sydney University
Nursing Society (SUNS).
SUNS office is very active
and provides social
activities, events and
support. Faculty staff liaise
with SUNS office and there
is a staff-student liaison on
SRC. During class time
group work is commonly
used as a means of
encouraging students to
engage with their peers.
MASUS screening –
students at-risk are
contacted following the
screening procedure (within
first few weeks of Semester
1) and are strongly
encouraged to undertake
remedial work with the
Learning Centre. Students
who are performing poorly
in most of their units of
study are contacted at the
end of Semester 1 for a
formal review of their
Semester 2 programme.
st
Students are learning
to work cooperatively and as
part of a team. This
is very important for
healthcare
professionals.
Students regularly
participate in social
activities thus
providing each other
with contact and
support.
st
Students are helped to
self-monitor their
progress and identify
potential areas of
weakness that may
impair their academic
performance and
progression.
Importantly, these
students are followed
up.
Associate Dean 1
Year, SUNS, SRC,
staff-student liaison
representatives
Associate Dean 1
year, the appropriate
unit of study coordinator and teaching
staff.
OBJECTIVE 4: TO ENHANCE STUDENTS’ LEARNING BY
DEVELOPING THEIR KNOWLEDGE AND SKILLS,
INCLUDING GENERIC SKILLS, AND BY TAKING INTO
ACCOUNT STUDENTS’ DIVERSE BACKGROUNDS AND
ABILITIES.
Strategy
Initiative
4.1 Develop basic
skills and knowledge
in the field of study.
Clinical placements and
laboratory practicals are
part of the nursing
curriculum. It is important
to bridge the
theory/practice gap and
this is addressed at both
clinical and theoretical
levels.
Clinical coordinators and
teaching staff.
Nursing Library runs
training sessions on
research skills. The
Faculty is currently
publishing a
comprehensive academic
referencing and style
guide. Many tutorials
require group work, oral
and written presentations,
as well as full essays.
Reflective journals,
posters, formal essays are
just a few of the range of
tasks employed to help
develop generic skills.
Mature age and direct
entry students form over
50% of the First Year
Nursing cohort. The skills
and life experience that
mature age students
commonly possess are
focussed on by teaching
staff and extra
encouragement and
support is provided to this
group of students for their
perceived lack of academic
ability. The Combined
Degree students have a
Club and regular gettogethers. The Learning
Centre workshops are
All teaching staff.
4.2 Develop generic
skills such as group
work, oral and
written
communication
skills, research and
referencing, and
information literacy.
4.3 Take account of
variation in skills and
experience of
students and, where
necessary, raise their
skills and knowledge
to a basic level by
providing additional
support and by
enhancing skills
already present.
Responsibility
All teaching staff.
Outcome
Students always report
favourably on their
clinical placements and
request more. Students
participate in
workshops following
clinical placement to
discuss their
experiences on clinical
and this is very
favourably received.
Students beginning to
develop and acquire
sound academic
practices and
knowledge. When
asked, students report
satisfaction in their
growing mastery and
skills.
Students feel more
positive and supported.
This helps reduce the
stress and anxiety
commonly expressed
by mature age/direct
entry students.
Longterm, this should
enhance student
academic performance.
4.3 Where
appropriate, provide
students with
opportunities for
flexible learning and
choice to
accommodate and
value their diverse
backgrounds.
widely advertised (on
noticeboards, during
lectures and tutorials) to
help those students
requiring remediation.
Nursing is a prescriptive
course, accredited by the
NSW Nurses Registration
Board. This limits choice
to a large extent, however,
elective units are available
in Year 3. WebCT is
utilised in most units of
study in Year 1 with
lecture outlines and
computer skills exercises
made available. Within
First Year units of study
students are provided
choices of assessment
topics to help foster
intrinsic interest and thus
mastery of course material.
Unit of Study coordinators.
Students exhibit
intrinsic interest and
excitement in their
topic choices. They are
more actively engaged
in their learning. In the
more theoretically
grounded units of
study, students enjoy
discussing the cultural
mores of their
particular ethnic
background during
tutorial sessions. They
report that this gives
more meaning to their
studies.