Learning in Health and Social Care最新文献

{"title":"Embedding interprofessional learning in pre-registration education in health and social care: evidence of cultural lag","authors":"Hazel M. Colyer MA BA(Hons) TCDR(T), HDCR(T) HEA Regd Practitioner","doi":"10.1111/j.1473-6861.2008.00185.x","DOIUrl":"10.1111/j.1473-6861.2008.00185.x","url":null,"abstract":"<p>The aim of this study is to investigate the emergent concept of cultural lag through analysis and evaluation of academic staff's engagement with an established pre-registration interprofessional learning (IPL) programme. By cultural lag is meant the apparent inability of some practitioners to commit wholeheartedly to the philosophy of IPL notwithstanding the current political and professional context.</p><p>The theoretical framework adopted for this study constructs the move from uniprofessional to interprofessional education as a psychosocial transition, a process of psychological adaptation to a different social world, which may be characterized or revealed by specific language and behaviours.</p><p>A qualitative survey of faculty academic staff was conducted electronically during the 2005/2006 academic year to determine the level of involvement with the programme and attitudes towards interprofessional learning. The sample comprised all 178 permanent members of academic staff and the final response was 63 (35%). Thematic, content analysis suggests that the whole meaning of the data is that academic staff see IPL as <i>a means of promoting multi-professional working and improved professional relationships, which has the potential to promote more person-centred services and enhance care</i>.</p><p>During the analysis, it was noted that there seemed to be some dissonance between the overall approval rating for IPL and the way in which respondents expressed themselves. Some of the language used and reported behaviours are analysed and interpreted as reaction to loss and indicative of the process of psychosocial transition.</p><p>It is concluded that there are signs of the phenomenon of cultural lag among the respondents. The study begins to articulate its characteristics and may be helpful in shedding some light on the attitudes and behaviours of staff who are either ambivalent or hostile to interprofessional education. It is suggested that developing and delivering interprofessional education could pose a considerable cultural challenge that cannot be ignored during curriculum development and must be taken account of when planning and managing educational change.</p>","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2008.00185.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75118156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes of health sciences students towards interprofessional teamwork and education","authors":"Vernon R. Curran PhD,&nbsp;Dennis Sharpe PhD,&nbsp;Jennifer Forristall MASP,&nbsp;Kate Flynn MASP","doi":"10.1111/j.1473-6861.2008.00184.x","DOIUrl":"10.1111/j.1473-6861.2008.00184.x","url":null,"abstract":"<p>Relatively little is known about the specific attributes of health professional students which may influence their attitudes towards both interprofessional teamwork and interprofessional education. A survey was distributed to all pre-licensure health professional students from medicine, nursing, pharmacy and social work programmes at our institution. Respondents were asked to rate their attitudes towards interprofessional healthcare teams and interprofessional education using validated and reliable scales reported in the literature. Information on the respondents’ gender, profession, year of study and prior experience with interprofessional education was also collected. There was no significant difference between attitudes of medicine and nursing students towards interprofessional teamwork; however, both these student groups report significantly less positive attitudes towards interprofessional teams than pharmacy and social work students. Medicine students reported significantly less positive attitudes towards interprofessional education than nursing, pharmacy and social work students. Female students and senior undergraduate students reported significantly more positive attitudes towards interprofessional teamwork and interprofessional education, while students reporting prior experience with interprofessional education reported significantly more positive attitudes towards interprofessional teamwork. Profession, gender and year of study appear to be attributes which were related to more positive attitudes towards both interprofessional teamwork and education.</p>","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2008.00184.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84529165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Work and Social Exclusion – the Idea of Practice","authors":"Mark Doel Professor","doi":"10.1111/j.1473-6861.2008.00166.x","DOIUrl":"10.1111/j.1473-6861.2008.00166.x","url":null,"abstract":"","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2008.00166.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86943315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies used by nurses when managing the emotional needs of patients","authors":"John Anthony Fulton Ed D, M Phil, M Sc, BA, RN","doi":"10.1111/j.1473-6861.2008.00183.x","DOIUrl":"10.1111/j.1473-6861.2008.00183.x","url":null,"abstract":"<p>This paper explores the ways in which nurses in acute care settings can address the emotional needs of their patients and uses psychoanalytical concepts to provide a level of explanation. It is acknowledged that dealing with the emotional needs of patients is a key function of the nurse's role; however, there is much in the literature, particularly that from a psychoanalytical perspective, that would suggest that, in practice, defences are often used as a way of avoiding involvement with patient. This qualitative study used observational techniques as a means of collecting data from two settings in a large teaching hospital, one an acute surgical ward and the second setting was award specializing in haematological conditions. In the two settings, nurse–patient interactions differed. In the haematological ward, the emotional needs were acknowledged and addressed, whereas in the acute surgical ward institutional defences predominated, which prevented close patient involvement. The emotional needs were often passed onto the medical staff or nurse specialists, which could prevent nurses developing the requisite skills. Certain important conclusions were elicited from the data. As with any qualitative analysis, this was in keeping with a particular research framework and another framework, or indeed another researcher may have drawn different conclusions. The main conclusions drawn were the following: the nurses working in the haematological setting had developed many of the skills necessary to deal with patients’ emotional needs. In the surgical setting, the organizational system did not allow the nurses to engage sufficiently to build and develop these particular skills.</p>","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2008.00183.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85119298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor's note","authors":"Pam Shakespeare","doi":"10.1111/j.1473-6861.2008.00187.x","DOIUrl":"https://doi.org/10.1111/j.1473-6861.2008.00187.x","url":null,"abstract":"<p>We are planning a special edition devoted to <i>Ethics around professional learning in health and social care </i>in Volume 8 of the journal. The guest editors will be Professor Paul Wainwright and Dr Ann Gallagher both from the University of Kingston.</p><p>We are looking for full research papers, for scholarship papers, practice accounts and insights, and for reviewers for this edition. Please do get in touch with me (<span>[email protected]</span>) as the journal editor for further information if you wish to submit a paper or contribute in some way. I will forward all queries to the guest editors.</p><p>Please note also that the cluster of work on <i>Internationalization and learning in health and social care</i> will now be completed in Volume 8.</p>","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2008.00187.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137797154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical supervision: a means of promoting reciprocity between practitioners and academics","authors":"Annie Pettifer Bsc (Hons) MSc PGCEA RGN,&nbsp;Lynn Clouder BSc (Hons) MA PhD MCSP","doi":"10.1111/j.1473-6861.2008.00186.x","DOIUrl":"10.1111/j.1473-6861.2008.00186.x","url":null,"abstract":"<p>This paper explores the potential of adopting an alternative approach to the facilitation of clinical supervision in a practice context by focusing on the experiences of academic staff of facilitating clinical supervision for clinical colleagues. The exploratory study, which forms the basis for ideas generated, was very small and hence it might be better conceptualized as an analysis of conversations about practice understandings rather than research <i>per se</i>, and certainly, we make no claims of any possibility of generalizability. Nonetheless, we anticipate that our findings will be of interest to a wide audience involved in clinical supervision given that the supervision by academic staff of colleagues in practice is an unusual and unconventional departure from the norm.</p><p>The experiences of six academic staff from one higher education institution who were brought together to form a focus group provide the basis for discussion. Analysis of the structured discussion led to emergence of four major themes which are presented in an order that moves from the individuals’ experiences and perceptions of themselves in the process, to explore the relational nature of clinical supervision. The first theme highlights issues of professional identity or academics’ sense of themselves as health professionals and/or academics. This leads to the second theme that explores the tangible benefits identified by participants of providing clinical supervision as academics. The third theme about the perceived contribution that academics make to supervision, links, finally, to the perceived reciprocity that springs from clinical supervision relationships between academics providing supervision in practice, and clinicians. Our findings, based on this modest inquiry, suggest that this model of clinical supervision has potential to prove highly fruitful for both academic staff and their clinical colleagues.</p>","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2008.00186.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82036772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ learning experiences from interprofessional collaboration on a training ward in municipal care","authors":"Marie Lidskog Reg. OT,&nbsp;Anna Löfmark RN PhD,&nbsp;Gerd Ahlström RN PhD","doi":"10.1111/j.1473-6861.2008.00181.x","DOIUrl":"10.1111/j.1473-6861.2008.00181.x","url":null,"abstract":"<p>One way to offer students pursuing health and social care programmes realistic experiences of teamwork is interprofessional training wards where students from different educational programmes learn teamwork by working together. In the present study, a training ward in municipal care for older people was evaluated. Students from occupational therapy, nursing and social work programmes worked together on the ward for 3 weeks to learn with, from and about each other. The aim of the study was to compare students’ attitudes towards practice on a training ward before and after and to evaluate goal fulfilment after 3 weeks’ interprofessional education on a training ward. An attitude questionnaire was distributed to all students before and after their time on the ward, supplemented with a retrospective goal-fulfilment questionnaire afterwards. The results show that the collaborative, social experience the training ward offers was appreciated by the students and in most respects, met the learning goals set up for the course. The most important learning experience was working together in a real-life setting. However, there are some issues to take into consideration when planning and developing training wards. The setting needs to be realistic and relevant in relation to future roles for all of the student groups involved. The value and purpose of engaging together in basic patient care needs to be the subject of further investigation. When it comes to fostering competent team-workers, training wards seem to be one way forward. But to fully understand the challenges and difficulties involved in planning these wards, the learning achieved must be understood in the context of the setting as a whole, in all its aspects.</p>","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1473-6861.2008.00181.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82391770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When is a student not a student? Issues of identity and conflict on a distance learning work‐based nurse education programme","authors":"J. Watts, Stella M. Waraker","doi":"10.1111/J.1473-6861.2008.00176.X","DOIUrl":"https://doi.org/10.1111/J.1473-6861.2008.00176.X","url":null,"abstract":"Students on work-based professional programmes experience a range of challenges in their learning and are often required to move between roles to balance their personal, work and study lives. This small-scale qualitative action research considers factors that help and hinder distance learning nursing students in establishing their student role identity. It reveals that students value recognition by work colleagues of their formal learner status and benefit from the peer support of other students within face-to-face and on-line tutorials. The paper draws out the risk-laden nature of embarking on professional education programmes as an experienced but unqualified practitioner. It argues that the support structures within both sponsoring employer organisations and higher education institutions, necessary to underpin successful learning, need to be flexible and student-centred. Encouraging the development of study skills and good academic ‘habits’, as a form of psychological stroking (Hartwell and Farbrother, 2006), is central to building learner confidence.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74194877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using concept mapping to locate the tacit dimension of clinical expertise: towards a theoretical framework to support critical reflection on teaching","authors":"I. Kinchin, L. Cabot, D. Hay","doi":"10.1111/J.1473-6861.2008.00174.X","DOIUrl":"https://doi.org/10.1111/J.1473-6861.2008.00174.X","url":null,"abstract":"The tacit dimension of expertise is given considerable prominence in the literature on clinical education. However, the concept of knowing more than you can tell is one that cannot be used explicitly to support student learning. In this paper, the authors contend that much professional knowledge that has been described as tacit can be surfaced for examination through application of concept mapping techniques. This allows the articulation of expert practice in a way that can be modelled for students. It also provides a new model of expertise that is based on connections between chains of practice (characterized by sequences of observable actions) and the underlying network of understanding from which they are extracted. These connections, often overlooked and automated in daily practice, represent the location of the tacit dimension. Localizing the tacit dimension in this way allows the teacher and student to focus on the connections of tacit knowledge with formal knowledge and with practice in such a way that intuitive actions can be verified and connected to underlying knowledge frameworks. The act of concept mapping also slows reflection on actions that are normally automated and often overlooked. The resulting model includes an additional dimension that is missing from the traditional stage models of expertise. As such, it provides a conceptual framework upon which it would be possible to develop protocols to support the continuing development of clinical teachers through peer observation and/or guided self-reflection.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75636835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student nurse transition from traditional to problem‐based learning","authors":"Lynda Smith, V. Coleman","doi":"10.1111/J.1473-6861.2008.00177.X","DOIUrl":"https://doi.org/10.1111/J.1473-6861.2008.00177.X","url":null,"abstract":"Problem-based learning (PBL) continues to be a feature of many nursing programmes and has been the subject of a number of empirical studies. This study explored the experience of PBL of a group of registered nurses undertaking a 1 year children's nursing programme. Focus group interviews at the end of the programme and 6 months post-qualification captured the student's perceptions of how they experienced learning to be a children's nurse on this type of programme and subsequently the impact it had had on them on their return to practice. \u0000 \u0000Themes identified by the focus groups centred on the transitions students have to make to this type of learning and the need to let go of previous education expectations. Adapting to the PBL process led to a range of strategies being employed by the group to cope with the new demand, resulting in largely negative perceptions of PBL on programme completion. The second focus group allowed the group time to reflect on their experience and the impact of it on their role and presented a positive balanced view of their experience. This included increased confidence, assertiveness, being more questioning of practice and likely to search for and use evidence to underpin practice than before this PBL programme. \u0000 \u0000This research demonstrates the need to provide more initial preparation at the start of programmes to support the transition to PBL and provide ongoing mechanisms for listening and responding to student concerns about the PBL process. For those considering PBL in the future, blended approaches rather than curricula wholly delivered by PBL may be more suited to shorter programmes of study. However, the overall message from this research indicates that although the students experienced difficulties in the process, the outcome did in fact meet their needs in the longer term.","PeriodicalId":100874,"journal":{"name":"Learning in Health and Social Care","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85522712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}