Coventry University: E-Journals
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Interprofessional Working in Practice – Avoiding a Theory-Practice Gap
Get PDFThis paper aims to encourage and promote further discussion around the theme of the theory and practice gap in the teaching and practice of interprofessional education (IPE) in pre-registration health and social care. Following a brief history of IPE, we consider the importance of providing students with supported opportunities to observe, learn and put into practice IPE. We also highlight the necessity of involving practitioners in creating health professionals who are ‘fit for purpose’ at qualification
Reflexivity: The New Reflective Practice
Get PDFThis brief paper seeks to expose contemporary thinking behind the notion of researcher reflexivity in order to draw out its usefulness for practice-based learning research and for a renewed perspective on reflective practice. Discussion includes social constructionist perspectives, questions of positionality, experiential affinity, the place of scholarship, language and the provenance of our explanatory frameworks. I conclude with a series of questions that can support a reflexive approach to practice-based learning and related research
Paediatric Health Professionals as Parent Educators: A Developing Role?
Get PDFThe purpose of this study was to develop an improved understanding of the perception of health professionals regarding the provision of information to parents of children with long-term disabilities. The aim was to generate new perspectives, inform debate, and to identify practical suggestions for health professionals. This study adopted a qualitative approach, guided by a phenomenological methodology. Seven health professionals, working within an Integrated Children and Young Person’s Therapy Service of a single UK National Health Service (NHS) foundation trust, participated in semi-structured, in-depth interviews. The resultant data were analysed using a rigorous, systematic process of thematic content analysis. Two main themes were identified and discussed. Theme 1 was ‘parent readiness for information’; with subthemes 1A ‘assessing parent readiness’ and 1B ‘developing parent readiness’. Theme 2 was ‘role as information manager’. (It is acknowledged that a further theme ‘relationship with parents’ was identified; which will be presented and discussed in another article). The following conclusions were drawn. The health professional’s role, as a provider of information to parents of children with disabilities, is evolving and may now be more helpfully described as that of a parent educator. It is suggested that this may involve a shift in focus from content/timing of information provision to the development of parents as learners. It is also suggested that it would be useful for health professionals to explore opportunities for practice-based initiatives to support the development of the skills required for this role
Motivation in the Writing Centre: A Peer Tutor’s Experience
Get PDFThis article provides insight into the role of students’ writing motivation in a writing centre setting. Based on my personal experiences as a peer tutor at a writing centre, the article highlights the importance of the Self-Determination Theory (SDT) for the evaluation of students’ motivational levels. It thus shows that the distinction between the motivational concepts of intrinsic and extrinsic motivation as well as between ‘amotivation’ vs. ‘demotivation’ provides a basis for tutors and instructors who endeavour to foster students’ motivation. Furthermore, the evaluation of different motivational strategies indicates that both peer tutors and instructors can make a valuable contribution to the development of students’ writing motivation by giving informative feedback, setting clear goals, creating relaxed atmosphere and enhancing students’ positive image as writers
From Practitioner to Researcher: A Threshold Concept – A personal reflection on my own 'tug of war'
Get PDFA threshold concept can be considered as a gateway, opening up a new way of thinking about something. In this paper, I share my personal journey and reflections as I embark upon a professional doctorate programme. I share my changing ontological and epistemological views as I undertake a paradigm shift moving from clinician to researcher. As a consequence of understanding a threshold concept, I will share my transformed worldview and the impact of this upon my doctoral studies
Producing Reflective Practice Capability: a Textual Analysis of Practice learning and Assessment Portfolios
Get PDFWithin portfolios used by nurse education programmes of higher education for practice learning and assessment, reflective narrative accounts are considered evidence of practice learning outcomes. Evaluation research of portfolios used in nurse education programmes is for the most part based on student perceptions, which show that students are conflicted on the inclusion of reflective accounts in the portfolio. This paper examines how structural influences of the practice learning milieu shape the reflective practice capability of the learner based on an analysis of 15 reflective narrative accounts from five practice learning and assessment portfolios of an undergraduate professional development programme for specialist community nursing in the United Kingdom. Ethnomethodology provided an orientation for single case textual analysis of related interactional sequences. Findings from a case comparison take the form of a local practice learning scene showing two structural patterns of orientation: a learning practice and the formal programme. These orientations can be differentiated by the accomplishment of reflective thinking-for-action, reflective thinking-for-evaluation and reflective thinking-for-critical enquiry. Reflective practice capability as an accomplishment of how the local practice learning milieu constitutes the portfolio approach to practice learning and assessment is presented through a case comparison of some interactions, roles and outcomes. The analysis draws attention to theoretical sensitivity to client outcomes for enhancing the portfolio as an enquiry-based approach for the accomplishment of reflective practice capability and the need for further investigation into the role of the academic nurse tutor in the portfolio approach
Preparation for Practice through Service User involvement in the Diagnostic Radiography curriculum at University Campus Suffolk
Get PDFThe purpose of this small-scale study was to evaluate the student experience of service user involvement in the curriculum for the module entitled ‘The Service User’ as part of a BSc (Hons) Diagnostic Radiography degree programme.Following four teaching sessions, at which service users came to speak to the students about their experiences, a questionnaire was distributed to 43 second year diagnostic radiography students. Twenty-six responses were received (60%). The questionnaire was used to evaluate the usefulness of the sessions. A mixture of open and attitudinal questions using a seven point Likert scale was employed.The results were analysed and the feedback was generally positive in terms of the involvement of service users within the curriculum
Practice Education and Practice Placements: Universal Problems
Get PDFIt is now recognized that effective interprofessional education (IPE) requires active engagement of students from different professions using interactive learning methodologies to develop health professional students’ knowledge, skills, attitudes, perceptions and behaviors. IPE is a complex adult learning (andragogy) approach that is most effective when integrated throughout a program of study moving from simple to more complex learning activities that bridge from post-secondary to practice education settings. Educational accreditation standards being developed to stimulate the advancement of IPE will have an impact on policies in both academic and clinical settings