Supporting transition to university The development of an

Supporting transition to university: The development of an online orientation and transition program for Away from Base (Indigenous) Bachelor of Midwifery students Gail Baker, Paula Schulz, Machellee Kosiak, Denise Burdett-Jones, Lynne Dunne, & Joclyn Neal School of Nursing, Midwifery & Paramedicine (QLD)

Background • Maternal health is a key priority in the National Aboriginal and Torres Strait Islander Health Plan 20132023 • Away from Base Bachelor of Midwifery (Indigenous) program (AFB BMid) – in its sixth year of delivery • AFB BMid is designed to prepare graduate midwives to lead and champion midwifery services in their home communities and address the workforce shortage of Indigenous midwives (AHMAC, 2011)

Home Communities

Challenges • Progressing students in a timely manner • High attrition rates in first semester • Since 2013 the team has worked with the AFB BMid student cohort to enhance the support resources and a suite of strategies has been implemented at key ‘pressure’ points

Student Learning Community • AFB BMid Student Learning Community, a student centred, culturally inclusive online learning environment • Informed by stakeholder consultation • Designed and developed to incorporate cultural diversity within an inclusive paradigm

Student Learning Community • A learning space where students can connect with each other and with Indigenous Lecturer in Midwifery, via Webinar • Contains program specific resources • Machellee meets with students weekly in the Learning Community for tutorial and learning support – Early identification of need for additional student support

Student Learning Community

Orientation and Transition Program • In 2015 two additional modules were developed within the Student Learning Community to strengthen support provided to commencing students to improve retention – Online orientation (Preparing to Study) – Online transition support program (Getting through your first semester) • Modules co-created with students, graduates and other stakeholders – Feature stories from current students and graduates

Development Process Program links ‘go live’ Program design (storyboard) by project team (Jun 2015) (Feb 2016) Current students feedback on storyboard @ Res 3 (Jul 2015) Final review post feedback (Jan 2016) Program build commences (Aug 2015) Indigenous elders consultation, program naming (Dec 2015) Prototype review; project team; and graduates (Oct 2015) Program revision post feedback (Nov 2015) Program review; current students @ Res 4 (Oct 2015) Program revision post feedback (Oct 2015)

Orientation: Preparing to Study

Some tips for your first Residential

Transition support: Getting through first semester

Week 7: I need inspiration!

• http: //leo. acu. edu. au/course/view. php? id=17 366&section=3

User testing • Graduates from rural and remote areas evaluated and tested the modules prior to release to commencing students • Feedback on the content and accessibility of the modules was very positive • All commencing students accessed the orientation module • 72% accessed Week 1 transition module (as expected)

Ongoing evaluation Evaluation of the orientation and transition support modules: • end of semester 1, 2016 • investigating the impact on student experience, student engagement and retention, • participant self-report surveys and course progression data.

Feedback • “The web room [Adobe Connect Live Classroom] we use throughout the semester is fantastic. We get to go in and talk with the other students and often, and after, we finish the lecture we can have a casual catch up and see how everyone’s going, and talk about our essays and talk about what we’ve been doing or how we’ve been coping. So that’s been another aspect I guess that’s helped us get through, because we do get to keep in touch with each other that way as well. So it’s not all about the tutes and the lectures we can actually have a bit of time on there for afterwards, and have a yarn” (2 nd year student, July 2015)

Feedback • ACU has developed an outstanding program. One of the things I like is the high expectations from our lecturers, their support and encouragement, encouragement from our Sista’s! A network of midwives who are passionate to make a change for our Mob! Gives me hope for the future (Final year student, 2014)

Feedback from Industry • “She [2013 Graduate] became a well valued and respected member of her team, and was well known for her friendly, positive and women centred practice with Women’s patients [and] their families. She was well respected for her clinical skills and knowledge [and] natural ability as a leader and a champion in cultural safety. [Name 2013 graduate] demonstrated a beautiful capacity to work with a diverse range of staff and communicate across people’s beliefs and cultural understandings…She went on to champion in mentoring other Aboriginal women in the experience of working in the health sector and provides support to many ACU Aboriginal midwifery students. In 2016, the Women’s employed a second ACU ‘Away from Base’ Midwifery graduate [Name 2015 graduate], who is also an excellent graduate and midwife” (Alyssha Fooks, Coodinator, Aboriginal Graduate and Cadetship Programs, The Royal Women’s Hospital, Melbourne)

Acknowledgements • AFB BMid Students: Gail Barney, Kyleigh Brown-Lolohea, Linda Eggert, Heidi Eivers, Christine Fallini, Sheena Fraser, Stevie Kemp, Loretta Longbottom, Mellissa Malley, Mariah Mc. Gill, Tarnee Tester, Amanda West • AFB BMid Graduates: Cherisse Buzzacott, Sarah Jayne Cox, Tanisha Edwards, Danella Hampton, Bonnie Foster, Courtney Hala, Natalie Hobbs, Amanda Mac. Gregor, Aras Moran • Weemala: Artwork • Funding: This project was funded by Commonwealth Department of Health, Clinical Training Funding