Fitzgerald wong hannon 2012


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How does a University respond to a clinical practitioners’ need for knowledge in a dynamic practice environment? And what factors contribute to this environment of continual change for health professionals? This presentation offer an insight into the forces shaping changes in health practice and a critical appraisal of potential responses to a dynamic practice environment. As the complexity of care offered patients and the competency needs of clinicians is constantly changing, the capacity of the education providers (both within the hospital and outside) is constrained. In hospitals there has always been a tension between ‘service’ and ‘education’. Our approach is to integrate education into the service provision of care offered by clinicians. Transforming formal learning into flexible mode offerings and using different technologies to focus on clinicians needs for knowledge application and what has been achieved to date will be discussed. Next, we will report on the clinician’s and hospital staffs response to this integrated approach to clinical learning, what have they had to say about this approach. Finally, we will offer a glimpse into the future of our ‘integrate education service model that operates in a complex bureaucratic organisation.

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  • What changes in the health/nursing professions have occurred over the last 10 years, and will occur over the next 5 years? What is the role of the university in changes to professions? React or respond
  • The concept of professionalism has different forms – eg. (i) as a normative occupational category, (ii) about practitioners developing and maintaining a group within their own jurisdiction. This concept is changing as professions become more subject to change and control in the organisation of work, and no longer controlled by professionals themselves (Evetts 2012).
  • Challenge for flexible learning is to recognise practice as embodied, or “ kn owing-in-practice ” (Gherardi 2012), where knowing does not precede the doing, but is constructed through practising.
  • FL as extending a learning community, rather than FL as individual choice
  • Fitzgerald wong hannon 2012

    1. 1. Responding to changing knowledge inclinical practice: An Integrated educationservice model for specialist clinicians. Les Fitzgerald Pauline Wong John Hannon Curriculum, Teaching & Learning Colloquium La Trobe University, Melbourne 6-7 December 2012 1
    2. 2. Changes in the health professions 1. What has changed over the last 10 years? 2. What is the role of the university in these changes? 3. What will a health professional look like in 5 years? 4. How should flexible learning of post-graduate professionals be designed? 2
    3. 3. The “professional” This concept is changing professions are more subject to change and control in the organisation of work, and are no longer controlled by professionals themselves (Evetts 2012). 3
    4. 4. Drivers  pressures of new public managerialism - more with less, resources & people  greater audit of performance - quality & risk management  shared professional knowledge is less stable, less autonomous - role blending (Fenwick, Nerland and Jensen 2012) 4
    5. 5. Impact of changes on post-graduate professionallearning  professional work is more complex and requires integration of different forms of expert knowledge  the organisation of work challenges the boundaries of professions Today: greater opportunities for more community-based practices, multi- disciplinary teams and cooperative work. (Evetts, 2012) Tomorrow: moving toward multidisciplinary health practitioners and is the University ready? 5
    6. 6. Challenges for flexible learning  Theory practice gap: how to teach and assess professional/clinical practice – increasing meaningfullness  Linking learning online with clinical workshop and practice sessions  Industry partnership models 6
    7. 7. FuturesFlexible learning understood as opening up possibilities thatextend into social and professional worlds of learners• learner-generated content• peer review & co-construction• learning communities of student/staff/practitioners• experiential learning & assessment (crossing institutional boundaries)• knowledge generation via placements, (virtual) exchanges• open education resources• mobile communication devices used as tools of trade• flexible multiuse contentLee, M., & McLoughlin, C. (eds.) (2010). Web 2.0-Based E-LearningFitzgerald, L., et al (2012) Curriculum learning designs: Teaching health assessment skills for advanced nursing practitioners through sustainable 7 flexible learning
    8. 8. References Evetts, J. (2012) . Professionalism in Turbulent Times: changes, challenges and opportunities . ProPEL International Conference , May 9th-11th, Stirling Management Centre, University of Stirling, Stirling UK Fenwick T, Jensen K & Nerland M (2012) Sociomaterial Approaches to Conceptualising Professional Learning, Knowledge and Practice (Introduction), Journal of Education and Work , 25 (1), pp. 1- 13. Fitzgerald, L, Wong, P, Hannon, J, Solberg Tokerud, M, & Lyons, J. (2012). Curriculum learning designs: Teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning. Nurse education today.(10.1016/j.nedt.2012.05.029) . Gherardi, S. (2001). From organizational learning to practice- based knowing. Human Relations, 54(1), 131-139. Gherardi, Silvia. 2012. Doctor Ignorantia: professional learning at the core and at the margins of a practice. Journal of Education and Work 25 (1), pp. 15-38 8
    9. 9. Thank you 9