Action Learning最新文献_第4页

Improving community relations in the police through procedural justice – an action learning initiative 通过程序正义改善警察的社区关系——一项行动学习倡议

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2129586

J. Gold

引用次数: 1

International action learning conference 国际行动学习会议

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2129646

引用次数: 0

Ten years on: a mirror in which to practice – using action learning to change end-of-life care 十年过去了:一个实践的镜子——用行动学习改变临终关怀

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130726

K. Winterburn

{"title":"Ten years on: a mirror in which to practice – using action learning to change end-of-life care","authors":"K. Winterburn","doi":"10.1080/14767333.2022.2130726","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130726","url":null,"abstract":"While action learning is a familiar tenet of much management and leadership development activity within the NHS it is not commonly utilised within the education and development of doctors where didactic methods remain the preferred mechanism to impart factual knowledge necessary to ful ﬁ l the autonomous practitioner role. Within the specialism of palliative medicine, the implementation of a national end-of-life (EoL) care strategy will challenge this predilection. The new strategy seeks to enable more people to die in the place of their choosing as such it requires clinicians outside the speciality of palliative care to make it a routine part of their practice. Since doctors are trained to cure or extend life, the strategy requires specialists to change their practice, behaviour and communication to engage the patient and family in decision-making and planning for the EoL. An intensive development programme utilising action learning methods is currently being piloted in two acute hospital settings to equip a small group of specialist senior clinicians to deliver the required changes. This paper describes the use of action learning within this context to explore its utility with an uninitiated and sceptical audience.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48153964","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}

引用次数: 1

Social entrepreneurship – a practice-based approach to social innovation 社会创业——一种基于实践的社会创新方法

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130733

R. Phillips

引用次数: 0

Organizational misbehaviour 组织不当行为

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130729

G. Burrell

引用次数: 23

Action learning and healthcare 行动学习和医疗保健

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130722

J. Edmonstone

{"title":"Action learning and healthcare","authors":"J. Edmonstone","doi":"10.1080/14767333.2022.2130722","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130722","url":null,"abstract":"Action learning has long had a symbiotic relationship with healthcare. Revans, in his early study of staff communications at Manchester Royal Infirmary (1964), built on the work of Menzies-Lyth (1959) and described a hospital as an ‘institution cradled in anxiety’. He went on in the late 1960s and early 1970s to work with 10 London teaching hospitals in the Hospital Internal Communications (HIC) project (Revans 1982a) which may have been the first Organisation Development intervention in the UK’s National Health Service (Edmonstone 2022). The HIC project was the subject of extensive external and internal evaluation (Wieland and Leigh 1971; Wieland 1981; Revans 1972) and led, in turn, to another major project concerned with the multi-agency coordination of services for people with learning disabilities from 1969 to 1972 (Brook 2020; Revans 1982b; Revans and Baquer 1972). However, it was not until the current century that the use of action learning in healthcare became more widespread. A cursory study of published journal articles on this subject from 1972 (the year that action learning was ‘clarified in both content and form’ (Boshyk 2019) to 1999 (a period of 26 years) identifies some 32 articles, while the period 2000–2021 (some 21 years) provides 173, many of which have featured in this journal. The applications of action learning are especially pronounced in relation to leadership development in different contexts (Scowcroft 2005; McCray, Warwick, and Palmer 2018) and include:","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43011168","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}

引用次数: 1

Negative capability in leadership practice: implications for working in uncertainty 领导实践中的负向能力:对不确定环境下工作的启示

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130735

J. Edmonstone

引用次数: 2

Innovation, exploration and a whole lot of learning through an online programme of Allied Health Professional development 创新，探索和大量的学习，通过联合健康专业发展的在线计划

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130724

T. Lindsay

{"title":"Innovation, exploration and a whole lot of learning through an online programme of Allied Health Professional development","authors":"T. Lindsay","doi":"10.1080/14767333.2022.2130724","DOIUrl":"https://doi.org/10.1080/14767333.2022.2130724","url":null,"abstract":"ABSTRACT This account of practice gives an overview and insight into the learning from a co-designed leadership development programme for Allied Health Professionals (AHPs) across two NHS Integrated Care Systems. The AHP community that completed the courses consisted of acute and community trust, mental health, local authority, and SCAS (paramedics) working in the healthcare system across the full range of AHP roles during the Covid-19 pandemic. Working in partnership the programme was co-designed, engaging participants in the design process before and throughout the delivery of the programme. The entire programme was delivered online to a cohort of forty-two AHPs who had volunteered to be participants. The overarching aim of the programme was to support AHPs and promote their career progression through developing confidence and capability in their leadership practice. by meeting the following objectives: (1) developing and enriching understanding, and practice, of systemic leadership; (2) developing Keats’ concept of ‘negative capability’ (Ou 2009) – creativity and action in the midst of uncertainty and ambiguity; (3) strengthening voice, confidence, and influence, as a valued leader in the system. A set of quantitative evaluation criteria were collectively agreed and these were run before and after the programme. Further to this several qualitative questions were asked before the programme to inform its design and post-programme to deepen insight into the process and experience of participants. This was very helpful in learning from the experience and in informing future work of this nature. The programme was designed utilising an innovative delivery method using techniques and approaches that had been developed through the Covid-19 pandemic with face-to-face delivery being unavailable. The aspiration was to work in depth with a medium-sized cohort as a community of learning and leadership practice.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292308","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}

引用次数: 2

Action learning and healthcare 2011–2022 行动学习和医疗保健2011-2022

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2133376

George Boak

{"title":"Action learning and healthcare 2011–2022","authors":"George Boak","doi":"10.1080/14767333.2022.2133376","DOIUrl":"https://doi.org/10.1080/14767333.2022.2133376","url":null,"abstract":"ABSTRACT This paper provides a review of the use of action learning in healthcare organisations, or by healthcare professionals, in the past decade, as evidenced in peer-reviewed journals. Action learning has a long history in healthcare and is perhaps particularly suited to an environment where wicked problems abound, where professional development is prized, and where many of the professions subscribe to reflective practice as a vehicle of development. A systematic search for literature in peer-reviewed English language journals was undertaken, followed by a process of pursuing references from the publications revealed by that search. Papers that provided accounts or evaluations of programmes and projects that included action learning were analysed. Common themes concerning purposes, processes, benefits and challenges were identified. Action learning was used for three purposes in the projects and programmes: to improve an aspect of healthcare services; to develop skills of the participants; to enhance collective capability. Whilst in some cases the intention was to achieve all three beneficial outcomes, it was apparent that in the majority of examples one or another of these purposes was prioritised as the principal aim of the programme or project.","PeriodicalId":44898,"journal":{"name":"Action Learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44729244","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}

引用次数: 3

Action learning and healthcare: affinities and challenges 行动学习和医疗保健:亲和力和挑战

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Action Learning Pub Date : 2022-09-02 DOI: 10.1080/14767333.2022.2130723

C. Sanyal, J. Edmonstone, C. Abbott, K. Winterburn, G. Boak

引用次数: 2