Browsing Health by Subjects
Now showing items 1-4 of 4
An analysis of contemporary issues for leaders in healthcare education: achieving praxis and closing the theory practice divideIn his executive summary of the Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry, Frances (2013) insists that "a list should be drawn up of all the qualities generally considered necessary for a good and effective leader. This in turn could inform a list of competencies a leader would be expected to have" (Frances, 2013, p108). While Frances does not specify educational leaders in his report, they are fundamental in the development of the future workforce through role modelling of the much hailed '6 C's' and therefore impact the patient experience (AACN, 2012; Frances, 2013). In this paper I will address the dilemmas faced by educational leaders engaged in healthcare education. One such dilemma is academic drift or the valuing and greater uptake of academic practices at the expense of vocational qualifications and practices (Edwards and Miller, 2008 p36). Another dilemma is the move from vocational to academic training, and then forward to a degree threshold profession due to various political drivers, in professions such as operating department practice (ODP). Other dilemmas that will be addressed include the paradigm shift created by change management strategies that employ the vocationally trained clinical assessors to support students enrolled in degree level study (Hauxwell, 2010).
Can distance learning become an affective mode of delivery?The term blended learning is becoming more prevalent in the fields of Health and Social Sciences. Although it tends to be synonymous with e-learning; this should not be the case as blended learning involves an integrated delivery strategy. Rossett et al. (2003) suggest that this could include interaction with a supervisor; participation in an online class; breakfast with colleagues; competency descriptions; reading on the beach; reference to a manual; collegial relationships; and participation in seminars, workshops, and online communities. This paper will attempt to explore whether the integration of the Virtual Learning Environment (VLE) to a traditionally taught masters programme through the development of a blended learning strategy, can facilitate its evolution to distance learning.
Faculty development: learning from the student whilst developing the higher order thinking skills of right-to-try adult learners within the higher education setting: a self-directed reflective processTwo members of the Operating Department Practice (ODP) lecturing team were surprised to receive poor National Student Survey results surrounding student assessment feedback despite positive remarks from the external examiners. A studentcentred intervention was sought that would encourage meaningful engagement with their assessment feedback by employing self-directed and reflective learning that would aid in the development of the higher-order thinking so vitally needed in the students’ pursuit of providing quality perioperative patient care. A learning activity involving positive reinforcement of the feedback through the use of the Reflectionfor-Learning model (Beckwith & Beckwith, 2008) was created. This intervention asks students to engage in this Reflection-for-Learning process and articulate their personal action plan based upon their assessment feedback. This method has led to improvements in learner engagement with the assessment feedback and a 100% overall satisfaction rating from the students in a subsequent National Student Survey. An unexpected development has been the movement toward a mutually supportive relationship between lecturers and students as students transform into empowered learners willing to shape their own learning experiences.
Reflection or critical thinking? : a pedagogical revolution in North American health care educationGeorge Bernard Shaw's observation that the United States of America and Great Britain are "two nations divided by a common language" is as pertinent today as when it was made in1887. This juxtaposition has many other manifestations one of which is the delivery of health care education. It has been established in the United States of America that the preferred pedagogy is critical thinking, exponents of this educational module include Dr. Martin Luther King who suggested that, the function of education, therefore, is to teach one to think intensively and to think critically . . . The complete education gives one not only power of concentration but worthy objectives upon which to concentrate (King,1948). This is further supported by the Yale professor, William Sumner, who enthuses that education in the critical faculty is the only education of which it can be truly said that it makes good citizens (Sumner, 1943).