1,720,984 research outputs found
Collaborative Practice for Public Health
No full textCollaborative Practice for Public Health encourages individuals to consider the opportunities and impacts of working in public health as well as the gains that can be made by working collaboratively. Chapters explore some of the sociological issues that underpin the practice of public health and offer valuable insights into its complexities, addressing how different groups might work together effectively in the creation and delivery of public health policy.
The book also examines interprofessional education, and collaborative working in the non-profit sector and in primary care, and discusses why moving out of silos is an important factor in promoting collaborative working, not as a shared occasional endeavour, but as the underpinning experience for practice. Through examples, definitions, and a focus on real-life situations, this practical guide illustrates the different ways in which public health permeates health and social care in the UK and internationally
Improving Undergraduate Student Experience and Retention: Development of An Activity-Based Research Teaching Package
Get PDFA positive student education experience and student retention on course are key issues in quality post compulsory education delivery. Modules identified as having higher refer and attrition rates undergo a review of teaching and assessment methods. This can be the case with research methods studies and reasons reported include reticence about a new subject area and a reluctance to engage with the research process. This is often a subject area that might have not been studied by students progressing on from Foundation Degrees to a top-up degree. A review of perceptions of top-up degree students as part of a learning review within their programme of study identified that they did not feel that knowledge of research methods was integral to the value of their course This paper reports on an action research project regarding an intervention with students studying research methods at levels 3 and 4. Its aim was to enhance the student learning experience about research methods. The intervention was a tutor–led activity-based model for teaching research methods. The findings were that students found activity-led sessions supported a sense of learning progression and a better engagement with the learning outcomes and also earlier engagement with the assessment process
Surveying the Landscape in the development of a new medical programme: The challenges of creating a learning space for Interprofessional Education and Collaborative working
No full textProfessional regulatory bodies across the UK are keen for professions to learn together with a focus on working towards integration of services and improved patient outcomes (GMC, 2016). The creation of a new medical school at UCLan presented the opportunity to envision this across new and existing provision. Using an approach based on Transformational Learning and the Activity Theory paradigm the initiative sought to address the physical challenges of bringing large groups of students together to learn collaboratively, the professional challenges of creating mutually meaningful opportunities to learn, in addition to enabling students ‘to learn about, from and between’ different disciplines . There were also the pedagogic challenges of co-designing programmes with practitioners, service users and academic staff. Flipped classroom approaches were employed to make the optimum use of shared timetabled sessions. Packages were created using narrative software to enhance learning prior to the sessions and to promote reflection after the session. The face-to-face sessions involved a blend of actor-led simulations, audio narratives, service user led discussion, small group work and links to technology enhanced learning. The curriculum team had prioritised learning elements for students based upon learning about the context, colleagues and service user perspectives. Evaluations from the first year of the programme have been analysed across all participant groups and the themes of: - professionalism, patient centredness, professionalism and understanding the perspectives of other disciplines emerged as shared themes. Other elements such as increased cultural awareness and understanding of public health issues were also identified by participants. Ongoing curriculum design involves widening out the number and range of disciplines involved and revisiting key elements within a spiral curriculum
Telling Stories About SIDS - Mothers' Accounts of Loss
No full textThis chapter explores the way in which mothers talk about their infants and
their experience of grief following the loss of an infant in Sudden Infant Death
Syndrome (SIDS). Mothers tell stories about their infant and in defining their
relationship to the dead infant they maintain their own status as mothers. They
recount their experiences of loss following SIDS which indicate the way they
felt about themselves as mothers. They describe the ways in which they
maintain a mothering role following the death of the infant. Mothers include a
variety of objects, people, words and sites in a network that facilitates the
telling of particular stories about the infant. Accounts of the infant and
subsequent sudden death in turn become part of the story of the ‘self’ as
mother. This chapter addresses the importance of remembering the dead in
everyday conversation and how the unique characteristics of SIDS influence
the formation of particular maternal narratives
Writing Confidence and Capability: The Journey to Academic Identity
Get PDFThe expectation to create written publishable work as an academic credential can seem a burdensome imperative rather than a fulfilling activity. A writing group community enables academics (teachers and researchers) to revisit the joy of writing and to develop their writing repertoire and writer’s voice. This article captures the experience of writing group participants in a UK widening participation university. This writing group and its associated model is deconstructed and evaluated, to assess impact on confidence for writing and development of academic identity, allowing for useful recommendations and practical applications
Making and re-making motherhood : maternal grief following sudden infant death syndrome
No full textEThOS - Electronic Theses Online ServiceGBUnited Kingdo
The path to transformation, navigating the barriers to forming the transient and the transitional learning groups in interprofessional education
Get PDFThe creation of a new medical school provided new opportunities to develop interprofessional education (IPE) with a pedagogic basis in transformational learning. The programme involved some transient groups – medical students working with different professional groups throughout the year and some learning interventions which proved to be transitional for students in intended and sometimes unintended ways. The path to transformational learning in interprofessional education requires the navigation of different perspectives and beliefs about learning, an element of tenacity and bravery in relation to holding to core pedagogic beliefs and an openness to co-production and evolution of learning elements.
Some learning episodes formed a transformative space within a particular time bounded location whilst others led to ongoing relationships and social connections beyond the classroom. Feedback indicated that transformation is not always comfortable or linear for students and the programme identified areas of challenge for both learners and staff as well as opportunities for development and co-creation.
This was a large IPE initiative involving staff and students from 9 disciplines across 7 schools and 3 faculties with involvement from service users and stakeholders. The programme incorporated almost 2000 separate student learning episodes. This paper will consider the programme from the perspective of students, creators of the learning elements and participatory staff from different disciplines, exploring the challenges, gains and learning from the initiative.
In considering these we suggest that social learning paradigms can help to give insight into their solution. For example, the intended and unintended outcomes could be considered through the perspectives of an integrated social learning paradigm. From the empirical data it is suggested that the paradigms of Activity theory and Complex adaptive systems theory give insight to how intended and unintended transformative learning takes place. These are inter-related as shown in the diagram.
Using complex adaptive system theory as part of the activity system theory paradigm, the inter-relationship between the components of the suggested social learning paradigm may be viewed as complex with any one component able to take precedent over the other.
It is suggested that the unintended transformative learning and the social connections established outside the classroom arose as a result of the mixed student professionals’ classroom moving through a process of having become a ‘self-organising system’. The students have spontaneously produced a system that could not have been predicted from ‘a knowledge of the previous state’ (i.e. the facilitated teaching session).
Analysis of the empirical data through the lens of social learning theories gives insight into the ‘how and why’ transformative learning takes place and might help to plan IPE sessions with greater confidence
Practising, Preaching and Modelling collaboration – staff experiences of learning together as educators in inter-professional education
No full textFocusing on the social, political and cultural elements of incorporating inter-professional education (IPE) into the curriculum this paper emphasises the benefits for staff in working together to provide meaningful learning experiences for students. In the UK Higher Education healthcare sector, staff often find themselves working in silos regardless of their own commitment to integrated care (Floyd and Morrison, 2014). An IPE programme provided the opportunity for staff to work in an integrated way and to enhance their own knowledge of the contemporary roles of other professions, understand the learning needs of other cohorts of students and develop confidence in their own learners at articulating subject specific knowledge and skills. Working with other tutors from different backgrounds in small groups led to staff learning from each other not only in relation to context, but also regarding teaching styles and approaches to learning (Howard et al, 2010). Staff reported an increased creativity in relation to designing their own curriculum and a growing awareness of opportunities for enhancing learning via IPE. Student feedback indicated that tutors modelling of collaboration in joint facilitation was a powerful tool in demonstrating actively the benefits of partnership working. Navigating the cultural shifts provided challenges for staff relating to timetable management, curriculum design and managing competing priorities. In addition to modelling IPE staff also demonstrated in practical ways their own approaches to problem solving, managing change, demonstrating core values and communicating across groups as they navigated the complexities of large collaborative sessions; these skills were recognised by students as integral to good practice
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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