Becoming a person-centred facilitator of learning in a hospital setting: Findings from a participatory action-oriented study with hospital-based educators

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-01-01 DOI:10.1016/j.nepr.2024.104222

Betty Ann Robinson , Brendan McCormack , Caroline Dickson

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引用次数: 0

Abstract

Aim

Investigate the experience of hospital-based educators becoming person-centred facilitators of learning.

Background

Hospital-based educators working with staff are not well-prepared for their role. No person-centred pedagogical approaches exist specifically for use in hospital settings. Educators are positioned to advance person-centredness in clinical practice. To do so they need knowledge and skills in person-centred approaches. Little is known about how educators transform from teacher-centred approaches to person-centred facilitation. This study investigated how educators learn about and use person-centred principles to acquire educational theory and become person-centred facilitators.

Design

Participatory, action-oriented research

Methods

Guided by four person-centred principles blending relational inquiry and practice development, 10 educators participated in group and individual sessions over 18 months. Data were analyzed using relational inquiry and critical creative hermeneutics.

Results

Becoming person-centred facilitators was enabled through three principles: starting with self, developing community and belonging and bumping against culture and inviting transformation. Participants became person-centred facilitators through intrapersonal, interpersonal and contextual transformations during moments of discovery, reconciliation and action. Competence developed by experiencing and using four methodological principles of taking a relational stance; using active learning to learn in and from practice; being collaborative, inclusive and participatory; and linking creativity with cognition. This model resulted in improved trust, strengthened relationships and more meaningful and robust learning outcomes.

Conclusions

Hospital-based educators can be enabled to become person-centred facilitators by providing them with person-centred learning opportunities. The four methodological principles, as a model for person-centred education, provided an effective preparation and orientation to educational and person-centred theory.

查看原文本刊更多论文

在医院环境中成为以人为本的学习促进者：以参与行动为导向的医院教育工作者研究结果。

目的：调查医院教育工作者成为以人为本的学习促进者的经验：背景：与员工一起工作的医院教育工作者并没有为他们的角色做好充分准备。没有专门用于医院环境的以人为本的教学方法。教育工作者的定位是在临床实践中推进以人为本。为此，他们需要掌握以人为本的知识和技能。关于教育工作者如何从以教师为中心的方法转变为以人为本的促进方法，人们知之甚少。本研究调查了教育工作者如何学习和使用以人为本的原则来掌握教育理论，并成为以人为本的促进者：参与式、行动导向研究方法：在融合关系探究和实践发展的四项以人为本原则的指导下，10 名教育工作者在 18 个月内参加了小组和个人课程。采用关系探究和批判创造性诠释学对数据进行了分析：结果：通过三项原则成为以人为本的促进者：从自我做起、发展社区和归属感、与文化碰撞并邀请转变。参与者在发现、和解和行动的过程中，通过人内、人际和环境的转变，成为以人为本的促进者。通过体验和使用以下四项方法原则，培养了能力：采取关系立场；利用主动学习在实践中学习和从实践中学习；合作、包容和参与；以及将创造力与认知联系起来。这种模式增进了信任，加强了关系，并取得了更有意义、更有力的学习成果：医院教育工作者可以通过提供以人为本的学习机会，成为以人为本的促进者。四项方法原则作为以人为本的教育模式，为教育和以人为本理论提供了有效的准备和导向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.