Learning in Health and Social Care最新文献

The aim of this study was to investigate the implementation and impact of personal development plans (PDPs) for UK dentists. Eighty-seven UK dentists were divided into two groups, experimental (n = 42; supported by a tutor in developing a PDP) and control (n = 45). Both groups recorded their continuing professional development (CPD) activities over a 6-month period in 2002 and rated their relation to learning needs, extent of new learning, immediate and longer-term impact on practice. All in the experimental group were interviewed 1 month after completing a PDP, 6 months later they rated the match of their CPD activities with their PDP, and at 12 months a sub-sample of 10 were interviewed. The results show that developing a PDP with the aid of a tutor was viewed positively. Participants undertook a median number of 17 educational activities in the 6-month period (mean of 50 hours). Most frequent activities were reading and courses. Ratings for impact, both immediate and later, were higher among the experimental group who had been supported in the development of a PDP, and this was particularly true for reading. For courses, the impact of the intervention was more clearly in evidence when there was a good match between the PDP and the CPD activities actually undertaken. In conclusion, these data, based on self-ratings within a controlled study, show that dentists in the experimental group, who were supported to develop a PDP, derived greater benefit from their CPD than the control group.

This longitudinal research used cluster analysis to identify subgroups of nursing students that differed in terms of academic motivation. We termed the three distinct clusters that were identified: the positive motivation, moderate motivation and low profile cluster, respectively. More positively motivated students were found to report more use of not only deeper but also surface processing strategies. When we tracked the movement of all the students in terms of their cluster membership over two entire academic years, we found that many students lost some of their enthusiasm and engagement during their professional education. Still, some students managed to maintain relatively high levels of motivation and a few actually developed more adaptive motivation over time. As the decline in motivation was most pronounced during the first year of nursing education, motivational interventions aimed at maintaining and developing enthusiasm for and appreciation of the field of study may be particularly important during that period. Some implications for educational practice are discussed.

This paper is based on a simulation-based but naturalistic study of domiciliary health-visiting expertise undertaken in a large conurbation in central Scotland between 2000 and 2002. The research approach enabled direct comparison and systematic examination of multiple data sets about two simulated clients, which identified differences between issues covered and differences between practitioners’ approaches and levels of expertise demonstrated during visits.

 The paper first presents the professional and theoretical background of the study and outlines the study methods before focusing on its main aim. This aim is to provide a detailed account of the informational input used for one of the simulated cases and to present illustrative findings that show the different approaches taken, and levels of expertise demonstrated, by two health visitor participants who visited this particular simulated case. The paper concludes by considering the special relevance and utility of this research approach for professional education and practice development.

A decision was taken that investigating the effectiveness of labour suites as learning environments for students is part of quality management rather than research. However, a traditional quality assurance model of audit was rejected in favour of an ethnographic approach because of the need to observe the culture of the setting as well as to understand teaching and learning from the perspectives of the teacher and the learner. Observation took place on six different labour suites over a 3-year period. Data were coded and analysed using a constant comparative approach. Three key needs emerged: to improve the learning culture in the practice environment; to address the differing effectiveness of practice mentors teaching and learning strategies; and to develop students personally and professionally. Further research is recommended into the role of those coordinating areas of high stress such as a hospital labour suite, because the cultural differences they create can cause barriers to learning.

This paper presents a critical review of literature on interprofessional education in the continuum of professional development in health and social care. In particular it explores the range and variety of theoretical frameworks underpinning interprofessional education initiatives across the United Kingdom. In doing so this paper highlights the limited application of educational theory within the broader literature, particularly in the description of the methods employed and in the choices of processes or outcome measures selected. Despite these drawbacks, a focus on the learning and teaching methods used within each interprofessional education programme enabled an explicit categorization of the educational theories being applied (albeit implicitly). The educational theories identified predominantly linked to adult learning theory and reflective practitioner theory. It is, however, acknowledged that such theories alone are not enough to underpin interprofessional education. Theories were therefore also derived from social psychological studies of group behaviour and teamwork approaches; group development and team learning theories focusing on intragroup collaboration; and bio-psychological theories to inform interprofessional education. The paper concludes that (a) more explicit consideration of theory is required in the development of new interventions; (b) reference to educational theory in evaluation should be encouraged and facilitated; (c) evaluation of different models of interprofessional educational interventions is required if interprofessional education in health and social care is to develop as an informed practice rather than become a transient educational fashion.

Patient handling presents considerable challenges to those employed in health care. Despite significant emphasis on training over the past decade, evidence suggests poor compliance with recommended principles. Consensus currently promotes ergonomic approaches, yet the need to address social and behavioural factors is also emerging. Experience of teaching student nurses in this field suggested that taught techniques are not always transferred into practice yet few studies have focused on their explanations. This paper reports on a study of factors that influence patient-handling practices from the perspectives of student nurses, and discusses the implications for educational strategies in the UK. Data collection comprised of a self-report questionnaire to a purposive sample of students, followed by discussions about its findings with the 51 respondents, to clarify understanding and gain further insights. Notes of these discussions were analysed thematically and linked with the descriptive data from the questionnaire. The results indicated that most students believed that ‘safe’ patient handling is achievable, yet approximately half did not use recommended techniques despite having the requisite knowledge. Disparity was also evident regarding the impact of clinical culture, conflict between personal and patient well-being and transferability of classroom skills. The significance of clinical placement areas in influencing students’ patient-handling behaviour was revealed in both stages of data collection. The study contributes to evidence indicating poor compliance with patient-handling directives and suggests a need to address potential barriers through educational strategies.

In this article we explore the role professional education plays in the development of moral commitment among students. Using the theories developed by the moral philosopher Charles Taylor and the social learning theorists Jean Lave and Etienne Wenger as a sensitizing device, we study the learning processes of two student groups, nurses and psychologists. Examining these two groups provides a basis for identifying processes and factors critical to developing moral awareness and commitment. The results point to the importance of participation in professional communities, and thus of access to the values, norms and distinctions that define the moral order of the respective professions. In line with Wenger we highlight three modes of belonging: engagement, imagination and alignment.