Disadvantaged? Dual level learning in pre-registration graduate entry nursing and midwifery education: An evaluation

Preparation for health or social work professional registration is offered at undergraduate and postgraduate level and the requirement to co-teach is often resource and logistically mediated. This learning context creates opportunity to explore student perceptions of learning in dual level cohorts. Evaluative research of dual level learning is limited but suggests that the quality of learning experiences is influenced by factors such as establishing a cohort identity, managing individual perceptions of ability and the value of individual contributions to the cohort experience. Completing health care students from one HEI who were part of a co-taught cohort were asked to evaluate their learning experiences, using an anonymous questionnaire. A total of 81 undergraduate and 18 postgraduate students participated. All responses submitted were from Nursing and Midwifery programmes. Responses suggested lack of consistency in student expectations. Whilst the majority of undergraduates were satisfied with their experience, post graduate students were less so. Good practice in facilitation of learning was identified but was inconsistent and some undergraduates felt overawed by their post graduate peers. The findings of this small study suggest it is possible to achieve positive learning experiences for co taught cohorts but this requires careful and consistent planning and management.