This document discusses a research study on rural longitudinal integrated placements from a social learning systems perspective. It finds that the Broken Hill placement model effectively facilitates student learning through its unique geography, learning spaces, and opportunities for connectivity. Students gain valuable clinical experience in both formal settings like the hospital and GP clinics as well as informal settings like assisting with ambulance calls. They build connections with the patient community and broader social networks that support their learning and preparedness for practice. While the model works well, students must be proactive to fully capitalize on all learning opportunities due to the geographical isolation of rural placements.
!Person centred planning or person-centred action policy and practice in inte...darthmortar
1) The document provides a critical review of person-centered planning in the context of British policy for intellectual disability services.
2) It questions the assumption that person-centered services will result simply from implementing person-centered planning, given limitations in existing evidence and failures of previous individual planning approaches.
3) Large-scale implementation of person-centered planning as outlined in a 2001 UK policy paper would be an extremely ambitious national initiative, given the numbers of people involved and difficulties associated with many individuals' disabilities.
Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Metho...NHSNWRD
Introduction To Qualitative Methods: Different Approaches For Different Contexts
Jois Stansfield, Maxine Holt, Nigel Cox, Suzanne Gough, Juliet Goldbart, MMU
1) The study explored how social connectivity and interactions during longitudinal rural clinical placements are associated with medical students' preparedness for practice.
2) Through interviews with 18 medical students, the study identified sub-themes of connectivity (including social interactions and community integration) and preparedness for practice.
3) There was a positive correlation found between measures of connectivity during placements and students' reporting of improved preparedness for practice, suggesting connectivity may enhance learning opportunities.
This document proposes a framework for understanding social accountability in health service delivery based on stakeholder perceptions. The researcher conducted focus groups with community members, medical students, and partners in education in both rural and urban areas of South Africa. Interviews were also conducted with academics and health system managers. A grounded theory methodology was used to analyze the data and develop a ten-point framework. The framework is intended to be multifaceted, interactive and responsive, and mutually inclusive to advance the concept of social accountability.
The document discusses principles of teaching and learning, including:
1. Learning is a process that produces relatively permanent changes through cognitive, psychomotor, and affective domains.
2. Education has a broader aim of developing individuals while training has a narrower aim of increasing specific knowledge and skills.
3. Plato believed knowledge comes from reason while Aristotle believed it comes from senses; Romans emphasized vocational training.
4. The brain and mind are connected, with different areas involved in cognition, memory, senses and motor skills.
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
This document summarizes the use of online technology to support socially isolated social work students undertaking rural practicum placements. It discusses how an online learning environment was used to facilitate critically reflective practice and deep learning. Key aspects included developing a community of learners, introducing students to frameworks for critical reflection, and having students analyze critical incidents from their placements. Students reported learning to see issues from multiple perspectives and sit with complexity through collaboratively deconstructing and reconstructing their experiences online. Challenges of the approach included the potential risks of critical reflection and lack of field educator familiarity with the method.
!Person centred planning or person-centred action policy and practice in inte...darthmortar
1) The document provides a critical review of person-centered planning in the context of British policy for intellectual disability services.
2) It questions the assumption that person-centered services will result simply from implementing person-centered planning, given limitations in existing evidence and failures of previous individual planning approaches.
3) Large-scale implementation of person-centered planning as outlined in a 2001 UK policy paper would be an extremely ambitious national initiative, given the numbers of people involved and difficulties associated with many individuals' disabilities.
Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Metho...NHSNWRD
Introduction To Qualitative Methods: Different Approaches For Different Contexts
Jois Stansfield, Maxine Holt, Nigel Cox, Suzanne Gough, Juliet Goldbart, MMU
1) The study explored how social connectivity and interactions during longitudinal rural clinical placements are associated with medical students' preparedness for practice.
2) Through interviews with 18 medical students, the study identified sub-themes of connectivity (including social interactions and community integration) and preparedness for practice.
3) There was a positive correlation found between measures of connectivity during placements and students' reporting of improved preparedness for practice, suggesting connectivity may enhance learning opportunities.
This document proposes a framework for understanding social accountability in health service delivery based on stakeholder perceptions. The researcher conducted focus groups with community members, medical students, and partners in education in both rural and urban areas of South Africa. Interviews were also conducted with academics and health system managers. A grounded theory methodology was used to analyze the data and develop a ten-point framework. The framework is intended to be multifaceted, interactive and responsive, and mutually inclusive to advance the concept of social accountability.
The document discusses principles of teaching and learning, including:
1. Learning is a process that produces relatively permanent changes through cognitive, psychomotor, and affective domains.
2. Education has a broader aim of developing individuals while training has a narrower aim of increasing specific knowledge and skills.
3. Plato believed knowledge comes from reason while Aristotle believed it comes from senses; Romans emphasized vocational training.
4. The brain and mind are connected, with different areas involved in cognition, memory, senses and motor skills.
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
This document summarizes the use of online technology to support socially isolated social work students undertaking rural practicum placements. It discusses how an online learning environment was used to facilitate critically reflective practice and deep learning. Key aspects included developing a community of learners, introducing students to frameworks for critical reflection, and having students analyze critical incidents from their placements. Students reported learning to see issues from multiple perspectives and sit with complexity through collaboratively deconstructing and reconstructing their experiences online. Challenges of the approach included the potential risks of critical reflection and lack of field educator familiarity with the method.
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
This document discusses complexity theory and its application to remote education systems in Australia. It finds that remote education systems exhibit characteristics of complex adaptive systems, with many interacting elements at different levels. Past interventions have often failed to recognize this complexity, instead assuming simple causal relationships. To better address complexity, the document suggests taking an emergent practice approach, engaging all stakeholders collaboratively, using collective inquiry processes, and developing a shared long-term vision.
Professional Communication. DigiCare Learning Packge 3.pptxNinaSmolander
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the third of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This document provides an overview of the fields of practice in HCS103, a core subject in social work and social welfare degrees. It introduces key terminology related to human services and social work. Social work draws from various disciplines and aims to facilitate social change, empowerment, and social justice. Social welfare practice requires understanding human development, social systems, and how individual and societal factors interact. Practice occurs at micro, meso, and macro levels.
This document discusses service learning and provides resources for implementing service learning projects. It defines service learning as connecting meaningful community service to classroom learning to enrich the educational experience. The document outlines the key elements of service learning projects, including investigating issues, planning, taking action, reflecting, and demonstrating/celebrating the results. Examples of successful service learning projects are provided. National and global volunteer resources are listed to help teachers and students find service opportunities.
This document summarizes a 3-day remote health experience program for first-year medical students in the Northern Territory of Australia. The program aims to showcase positive remote healthcare experiences and teach themes like resource-limited care, multidisciplinary teams, isolated practice, and Indigenous health. It involves skills stations, cultural activities, and evaluations that have found the program is well-received and can help students understand remote healthcare contexts.
Re-imagining occupational therapy clients as communities: Presenting the Comm...Nerida Hyett
Re-imagining occupational therapy clients as communities: Presenting the Community-Centred Practice Framework
Dr Nerida Hyett PhD, MHSc, B.OT
Prof Amanda Kenny, Dr Virginia Dickson-Swift, and Dr Carol McKinstry
Occupational Therapy Australia 27th National Conference, Perth 2017
Twitter: @neridahyett
Join the winners of the National Collaborating Centre for Public Health (NCCPH) Knowledge Translation (KT) Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students and recent graduates are leading innovative, equity-focused knowledge translation strategies. This session will highlight their academic excellence and feature unique and transferable strategies to address today’s public health priorities.
Service-Learning Principles, Theories and PracticesDino Cantal
This document discusses the theories, principles, and practices of service-learning. It defines service-learning as a teaching method that combines academic instruction, meaningful service, and critical reflection. Service-learning aims to enhance student learning while also fostering civic responsibility. The document outlines different types of community services, differentiates service-learning from other forms of community engagement, and discusses best practices for designing and implementing service-learning programs and courses. It also explores the theological foundations of service-learning in various faith traditions.
On Wednesday, March 14, 2012 Ohio Campus Compact led a full day pre-conference workshop on service-learning as part of the 5th Annual International Conflict-Resolution Education Conference which took place in Middleburg Heights, Ohio. This presentation introduced basic concepts of service-learning.
The document provides an overview of a workshop on integrating community-based service-learning into college courses. It defines service-learning and differentiates it from volunteerism. It discusses the benefits of service-learning for students, faculty, and the community. Examples of service-learning projects in different academic disciplines are provided. A six-step model for developing a service-learning course is outlined, including defining learning outcomes, planning community partnerships, course design, reflection activities, and assessment. Sample materials from existing service-learning courses, such as assignments and syllabi, are also mentioned.
Authentic Learning Colloquium @University of the Western Cape VeronicaMitchell
This presentation aims to highlight the complexity of medical education. It describes the necessity to engage in a non-linear approach that appreciates the students' experiences and their voices. Student-led workshops in their Year 4 & 5 Obstetrics blocks have led to collaborative initiatives promoting change in maternal healthcare services.
Healthcare delivery is moving into communities away from hospitals. Our mission at the School of Nursing is to use flexible learning strategies to optimize this shift from acute care management to community/population health promotion and well-being. In this presentation, we will discuss our strategies for engaging students and our community practice partners in flexible learning experiences throughout the undergraduate curriculum. One activity is linked to the Institute for Healthcare Improvement (IHI) open school. Eleven of our students and three faculty members participated in a North American I-CAN project (Change Agent Network) to improve population health outcomes in our communities. We partnered with the Union Gospel Mission to identify, implement and evaluate healthcare improvement interventions for this special population. The I-CAN project included online learning modules, synchronous coaching calls and in-person project work at the Union Gospel Mission. In another flexible learning activity, student-faculty-community practice partners co-developed online learning resources to be used in the undergraduate curriculum and as educational resources in community settings (e.g., updates on the HPV vaccine). After providing an overview of our flexible learning innovations, we will discuss successes and challenges associated with designing, implementing and evaluating these collaborative projects. One powerful outcome that we are eager to share– we are shifting students’ focus from hospital settings to those places where we live.
Our Learning Objectives This session will:
1. Describe the planning, implementation and evaluation processes associated with community-based experiential student learning.
2. Discuss how to link community-based experiential learning to other course learning objectives and other curricular components (e.g., in-class discussions, skills lab simulations).
3. Examine the successes and challenges associated with flexible learning and student-faculty-community partnerships.
Facilitators:
Maura MacPhee, Associate Director of the Undergraduate Program, Lead on Flexible Learning Initiative in the School of Nursing
Khristine Carino, Project manager for Flexible Learning Initiative at the School of Nursing
Ranjit Dhari, Community/Population Health Nursing Faculty
Joanne Ricci, Community/Population Health Nursing Faculty
http://events.ctlt.ubc.ca/events/student-faculty-community-flexible-learning-partnerships/
This document outlines Salwa Al-Hussieni's professional plan of action. It describes her innate personality traits which help her learn, including being intuitive, multi-tasking, and empathetic. It also lists her learning preferences as accommodating using trial and error. Some challenges are noted as organization, perfectionism, and time management. Goals include creating a functional routine in the short term, starting a raised garden in the mid term, and attending graduate school in the long term. References are provided.
Exploring peer supervision in virtual teams in rural and remote Australia.husITa
Social work practice in rural Australia faces high staff turnover, burnout and difficulties in recruitment and retention (Cuss 2005). A lack of supervision and professional development opportunities have been identified as contributing to the situation of recruitment and retention difficulties (Green, 2003).
This study aimed to explore the effectiveness of peer supervision in rural and remote Australia, using technology. The qualitative research described here reports on the process of peer supervision in virtual teams in rural and remote Australia over a twelve month period. Pre and post-trial individual interviews; monthly group supervision sessions; online evaluations of the peer group supervision experience and focus groups were conducted providing rich data of the experience of participants.
Two overarching findings were evident and then seven themes were identified. The two overarching findings were that firstly, supervision with peers in groups facilitated good quality supervision; and secondly, that difference in social work contexts and agencies value-added to the peer group supervision experience.
A thematic analysis identified seven themes. These are connectedness with like-minded professionals; support; education; reflection on practice; structure and process; technology and the challenges of time, preparation and priority.
Significant findings include the apparent erosion of traditional social work supervision models in the workplace in rural, remote and regional Australia; the success of grouping peers selected from different agencies together; the value of connectedness with like-minded professionals and of structure in providing a safe space for ongoing learning, reflection on practice, professional development and support to be effective. The ease and access afforded by the use of simple technology is noteworthy.
The validity of peer supervision groups as a supervision option of choice is recommended for rural, regional and remote contexts. These findings have significant implications for the retention of social workers in rural, remote and regional Australia.
Green Exercise and Dementia Neil Mapes Feb 2011Neil Mapes
This research project explored the benefits of green exercise, or physical activity in nature, for people living with dementia. Key findings include:
- There is evidence that green exercise can help people with dementia feel well and experience reduced symptoms temporarily. However, larger and more rigorous studies are still needed.
- Interviews and anecdotal reports suggest green exercise helps people with dementia positively reframe their identity and maintain a sense of self.
- Experts surveyed agreed that contact with nature is important for well-being, and that support for green exercise should increase as dementia progresses.
- Priorities for future research identified were learning more about impacts on quality of life, determining most effective types of green exercise, and
Implementing person centred reminiscence education for nurses caring for elde...anne spencer
Kavitha Ramalingam talks about her research into reminiscence education for nurses caring for elderly persons. This was presented at the St Mary's Campus Nursing Showcase in 2016.
During the Fall 2013 semester, 221 Walsh University students completed over 4,000 hours of service work with 37 community partners across 14 service-learning courses. These courses covered various disciplines from Business to Theology. Student surveys found that over 90% of students agreed the experience helped them apply course concepts to real world issues and gain insight into community needs, and most students would recommend service-learning courses. The Office of Service Learning facilitates these experiences to support mutual benefit between Walsh and the local community.
This document summarizes a study that evaluated the use of online learning strategies to develop clinical judgement in students. The study used a mixed methods approach, including pre-post self-assessments of 19 students, interviews with 4 students, and analysis of online discussion posts. Results found students reported the online learning approach was unlike other experiences and improved their clinical practice and judgement. Analysis of discussion posts showed students found the online discussions and peer support valuable to their learning. The study aimed to determine if online strategies could develop critical thinking for clinical judgement and understand students' experiences with such approaches.
The document discusses developing professional competence through integrating experiences in educational and practice settings. It argues that both settings make distinct contributions to training and that purposely integrating these experiences optimizes their impact. Specifically, it emphasizes considering curriculum, pedagogy, and learners' personal epistemologies to effectively utilize experiences in educational and practice settings and promote learning through their integration.
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
This document discusses complexity theory and its application to remote education systems in Australia. It finds that remote education systems exhibit characteristics of complex adaptive systems, with many interacting elements at different levels. Past interventions have often failed to recognize this complexity, instead assuming simple causal relationships. To better address complexity, the document suggests taking an emergent practice approach, engaging all stakeholders collaboratively, using collective inquiry processes, and developing a shared long-term vision.
Professional Communication. DigiCare Learning Packge 3.pptxNinaSmolander
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the third of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This document provides an overview of the fields of practice in HCS103, a core subject in social work and social welfare degrees. It introduces key terminology related to human services and social work. Social work draws from various disciplines and aims to facilitate social change, empowerment, and social justice. Social welfare practice requires understanding human development, social systems, and how individual and societal factors interact. Practice occurs at micro, meso, and macro levels.
This document discusses service learning and provides resources for implementing service learning projects. It defines service learning as connecting meaningful community service to classroom learning to enrich the educational experience. The document outlines the key elements of service learning projects, including investigating issues, planning, taking action, reflecting, and demonstrating/celebrating the results. Examples of successful service learning projects are provided. National and global volunteer resources are listed to help teachers and students find service opportunities.
This document summarizes a 3-day remote health experience program for first-year medical students in the Northern Territory of Australia. The program aims to showcase positive remote healthcare experiences and teach themes like resource-limited care, multidisciplinary teams, isolated practice, and Indigenous health. It involves skills stations, cultural activities, and evaluations that have found the program is well-received and can help students understand remote healthcare contexts.
Re-imagining occupational therapy clients as communities: Presenting the Comm...Nerida Hyett
Re-imagining occupational therapy clients as communities: Presenting the Community-Centred Practice Framework
Dr Nerida Hyett PhD, MHSc, B.OT
Prof Amanda Kenny, Dr Virginia Dickson-Swift, and Dr Carol McKinstry
Occupational Therapy Australia 27th National Conference, Perth 2017
Twitter: @neridahyett
Join the winners of the National Collaborating Centre for Public Health (NCCPH) Knowledge Translation (KT) Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students and recent graduates are leading innovative, equity-focused knowledge translation strategies. This session will highlight their academic excellence and feature unique and transferable strategies to address today’s public health priorities.
Service-Learning Principles, Theories and PracticesDino Cantal
This document discusses the theories, principles, and practices of service-learning. It defines service-learning as a teaching method that combines academic instruction, meaningful service, and critical reflection. Service-learning aims to enhance student learning while also fostering civic responsibility. The document outlines different types of community services, differentiates service-learning from other forms of community engagement, and discusses best practices for designing and implementing service-learning programs and courses. It also explores the theological foundations of service-learning in various faith traditions.
On Wednesday, March 14, 2012 Ohio Campus Compact led a full day pre-conference workshop on service-learning as part of the 5th Annual International Conflict-Resolution Education Conference which took place in Middleburg Heights, Ohio. This presentation introduced basic concepts of service-learning.
The document provides an overview of a workshop on integrating community-based service-learning into college courses. It defines service-learning and differentiates it from volunteerism. It discusses the benefits of service-learning for students, faculty, and the community. Examples of service-learning projects in different academic disciplines are provided. A six-step model for developing a service-learning course is outlined, including defining learning outcomes, planning community partnerships, course design, reflection activities, and assessment. Sample materials from existing service-learning courses, such as assignments and syllabi, are also mentioned.
Authentic Learning Colloquium @University of the Western Cape VeronicaMitchell
This presentation aims to highlight the complexity of medical education. It describes the necessity to engage in a non-linear approach that appreciates the students' experiences and their voices. Student-led workshops in their Year 4 & 5 Obstetrics blocks have led to collaborative initiatives promoting change in maternal healthcare services.
Healthcare delivery is moving into communities away from hospitals. Our mission at the School of Nursing is to use flexible learning strategies to optimize this shift from acute care management to community/population health promotion and well-being. In this presentation, we will discuss our strategies for engaging students and our community practice partners in flexible learning experiences throughout the undergraduate curriculum. One activity is linked to the Institute for Healthcare Improvement (IHI) open school. Eleven of our students and three faculty members participated in a North American I-CAN project (Change Agent Network) to improve population health outcomes in our communities. We partnered with the Union Gospel Mission to identify, implement and evaluate healthcare improvement interventions for this special population. The I-CAN project included online learning modules, synchronous coaching calls and in-person project work at the Union Gospel Mission. In another flexible learning activity, student-faculty-community practice partners co-developed online learning resources to be used in the undergraduate curriculum and as educational resources in community settings (e.g., updates on the HPV vaccine). After providing an overview of our flexible learning innovations, we will discuss successes and challenges associated with designing, implementing and evaluating these collaborative projects. One powerful outcome that we are eager to share– we are shifting students’ focus from hospital settings to those places where we live.
Our Learning Objectives This session will:
1. Describe the planning, implementation and evaluation processes associated with community-based experiential student learning.
2. Discuss how to link community-based experiential learning to other course learning objectives and other curricular components (e.g., in-class discussions, skills lab simulations).
3. Examine the successes and challenges associated with flexible learning and student-faculty-community partnerships.
Facilitators:
Maura MacPhee, Associate Director of the Undergraduate Program, Lead on Flexible Learning Initiative in the School of Nursing
Khristine Carino, Project manager for Flexible Learning Initiative at the School of Nursing
Ranjit Dhari, Community/Population Health Nursing Faculty
Joanne Ricci, Community/Population Health Nursing Faculty
http://events.ctlt.ubc.ca/events/student-faculty-community-flexible-learning-partnerships/
This document outlines Salwa Al-Hussieni's professional plan of action. It describes her innate personality traits which help her learn, including being intuitive, multi-tasking, and empathetic. It also lists her learning preferences as accommodating using trial and error. Some challenges are noted as organization, perfectionism, and time management. Goals include creating a functional routine in the short term, starting a raised garden in the mid term, and attending graduate school in the long term. References are provided.
Exploring peer supervision in virtual teams in rural and remote Australia.husITa
Social work practice in rural Australia faces high staff turnover, burnout and difficulties in recruitment and retention (Cuss 2005). A lack of supervision and professional development opportunities have been identified as contributing to the situation of recruitment and retention difficulties (Green, 2003).
This study aimed to explore the effectiveness of peer supervision in rural and remote Australia, using technology. The qualitative research described here reports on the process of peer supervision in virtual teams in rural and remote Australia over a twelve month period. Pre and post-trial individual interviews; monthly group supervision sessions; online evaluations of the peer group supervision experience and focus groups were conducted providing rich data of the experience of participants.
Two overarching findings were evident and then seven themes were identified. The two overarching findings were that firstly, supervision with peers in groups facilitated good quality supervision; and secondly, that difference in social work contexts and agencies value-added to the peer group supervision experience.
A thematic analysis identified seven themes. These are connectedness with like-minded professionals; support; education; reflection on practice; structure and process; technology and the challenges of time, preparation and priority.
Significant findings include the apparent erosion of traditional social work supervision models in the workplace in rural, remote and regional Australia; the success of grouping peers selected from different agencies together; the value of connectedness with like-minded professionals and of structure in providing a safe space for ongoing learning, reflection on practice, professional development and support to be effective. The ease and access afforded by the use of simple technology is noteworthy.
The validity of peer supervision groups as a supervision option of choice is recommended for rural, regional and remote contexts. These findings have significant implications for the retention of social workers in rural, remote and regional Australia.
Green Exercise and Dementia Neil Mapes Feb 2011Neil Mapes
This research project explored the benefits of green exercise, or physical activity in nature, for people living with dementia. Key findings include:
- There is evidence that green exercise can help people with dementia feel well and experience reduced symptoms temporarily. However, larger and more rigorous studies are still needed.
- Interviews and anecdotal reports suggest green exercise helps people with dementia positively reframe their identity and maintain a sense of self.
- Experts surveyed agreed that contact with nature is important for well-being, and that support for green exercise should increase as dementia progresses.
- Priorities for future research identified were learning more about impacts on quality of life, determining most effective types of green exercise, and
Implementing person centred reminiscence education for nurses caring for elde...anne spencer
Kavitha Ramalingam talks about her research into reminiscence education for nurses caring for elderly persons. This was presented at the St Mary's Campus Nursing Showcase in 2016.
During the Fall 2013 semester, 221 Walsh University students completed over 4,000 hours of service work with 37 community partners across 14 service-learning courses. These courses covered various disciplines from Business to Theology. Student surveys found that over 90% of students agreed the experience helped them apply course concepts to real world issues and gain insight into community needs, and most students would recommend service-learning courses. The Office of Service Learning facilitates these experiences to support mutual benefit between Walsh and the local community.
This document summarizes a study that evaluated the use of online learning strategies to develop clinical judgement in students. The study used a mixed methods approach, including pre-post self-assessments of 19 students, interviews with 4 students, and analysis of online discussion posts. Results found students reported the online learning approach was unlike other experiences and improved their clinical practice and judgement. Analysis of discussion posts showed students found the online discussions and peer support valuable to their learning. The study aimed to determine if online strategies could develop critical thinking for clinical judgement and understand students' experiences with such approaches.
The document discusses developing professional competence through integrating experiences in educational and practice settings. It argues that both settings make distinct contributions to training and that purposely integrating these experiences optimizes their impact. Specifically, it emphasizes considering curriculum, pedagogy, and learners' personal epistemologies to effectively utilize experiences in educational and practice settings and promote learning through their integration.
- The document discusses the development of a new medical school in Portugal that aims to be innovative in its integrated curriculum, graduate entry program, and emphasis on primary care.
- Key aspects include using problem-based learning, clinical rotations in various specialties and regions of Portugal beginning in the first year, student-selected modules, and required electives abroad.
- Assessment incorporates progress tests, clinical skills evaluations, attitude assessments, and case-based discussions. Outcome data so far suggests the program is achieving its goal of training physicians for primary care and distributing graduates across Portugal.
This document discusses the importance of public health principles and skills in rural medical practice. It argues that rural physicians play an important role in population health by assessing community needs, orienting their practice to meet those needs, and advocating for community health. Specific public health skills mentioned include applying epidemiological concepts and the scientific method to address issues like disease outbreaks. The document also notes that students initially may view public health skills as less important than hospital-based medicine, but that experience shows public health knowledge is very useful for rural practice.
This document discusses research into continuing medical education (CME) for general practitioners (GPs) in palliative care. It finds that current CME offerings are uncoordinated, have large gaps, and have low attendance. GPs prefer lifelong learning and find current CME inefficient. Workplace learning with palliative home care teams is preferred. When nurses on these teams are trained as facilitators, it can enhance GPs' learning by exploring opportunities, giving feedback, and facilitating reflection. This workplace learning approach views the healthcare team as a complex adaptive system that can adapt and improve its functioning through learning.
The document outlines plans to transform a palliative care center in Flanders, Belgium into an educational platform. The center will have a specialized palliative care unit, home care team, and daycare center to provide clinical expertise. It will also be used to teach undergraduate and graduate students, practicing professionals, and conduct research. The document asks how many trainees can be supported each year without impacting patient care, which teaching techniques are best, and architectural requirements for the educational activities.
This document discusses interprofessional education (IPE) activities at Flinders University Medical Program. It provides definitions of IPE and outlines why it is important. It describes current IPE activities across different years of the MD program in South Australia, including simulations and placements involving nursing, allied health, and Aboriginal health students. Future ideas for IPE activities in the Northern Territory Medical Program are proposed, such as anatomy peer teaching, deteriorating patient simulations, and palliative care problem-based learning cases. Limitations around funding and curriculum constraints are also noted.
The North Coast Medical Education Collaboration involves a partnership between the medical schools at the University of Western Sydney, University of Sydney, and University of Wollongong. It places final year medical students in rural clinical placements to improve rural medical workforce recruitment. While student experiences have been positive, the collaboration seeks to develop an evaluation framework to better understand its long term outcomes, such as its impact on strengthening the rural and non-rural medical workforce over time.
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1. Rural longitudinal integrated
placements – how do they work?
A social learning systems perspective
SYDNEY MEDICAL SCHOOL
Michele Daly
Chris Roberts
Malcolm Moore
Broken Hill University Department of Rural Health
3. Aims
The…WHAT of longitudinal placements
The…WHY of longitudinal placements
The aim of this research was to understand HOW
medical student clinical placements, delivered in rural and
remote community-engaged settings, work from a social
learning system perspective.
4. Photo: MDaly:
The Broken Hill Extended Clinical Placement
(BHECPP) Program
Longitudinal
“Integrated community-based education”
Hospital: 80+ beds;
dependence on FIFO doctors
5. The BHECPP Education Model
• Integrated community-based education model
• GP supervisor for 4 sessions per
week (Host)
• Range of clinical contexts
• Hospital,
• Remote healthcare teams
• RFDS
• Interprofessional Learning
• ENRICH program
6. Research Study Participant Details
Table 1. Participant Details (n=34)
General
Practitioners
n=8 Four of whom were GP supervisors
Health
Clinicians
n=10 Seven doctors working in the hospital and three
community health nurses
Medical
Students^
n=16 University n Student Entry Gender Age
Sydney 6 Graduate 10 female
plus 6
male
21-30
years*
Wollongong 6 Graduate
Adelaide 4 Undergraduate
^All medical students were in their final1-2 years prior to internship
*except one
7. Data Collection and Analysis
Data Collection (2010 – 2012)
34 Semi-structured interviews (GP/HC/MS)
• Perceptions and experiences of activities and
interactions within and outside the clinical
learning environment, including sources of support,
personal and professional growth, perceived
preparedness for living and working in a rural location
8. Developing a
thematic
framework
Code
discussion and
negotiation
Independent
analysis of
transcripts
Familiarisation
with data
8
Framework Analysis (Ritchie and Spencer 1994)
Data Analysis
Wenger’s Social Learning Theory
(http://pagi.wikidot.com/wenger-social-theory-learning)
Data interpretation
informed by...
9. RESULTS
Three main themes were identified in relation to impact on
student learning in the context of the BHECPP
›Geography of Place
›Learning Spaces
›Connectivity
10. Geography of Place
“...once you get past the regeneration area
that borders the town, you’re literally into the
back of beyond, and there is nothing”
11. Geography of Place
› Broken Hill, has its own ‘geography of place’ with its own unique location,
locale and sense of belonging
Location
• Physical and
Social Isolation
Locale
• Rural
&Remote
Issues
Sense of
Belonging
Geography
of Place
•Camaraderie & Rural
“...it was a lifesaving experience for Intimacy
that driver, and I had to crawl inside the
wreckage and give him morphine” [S12 Ext]
12. Learning Spaces
Formal (GP, Wards, ED, Remote Communities)
we’ve been able to practice our clinical skills in areas
that we will most likely have to demonstrate when we
are interns S
Informal (Everything else !)
12
13. Informal Learning – Clinical Environment
•Adhoc learning …
•Inter-professional teamwork and
collaboration opportunities…
•Role modelling and mentoring …
Informal
Learning
Opportunities
“today for instance there’s no
surgical registrar so I had no
choice but to assist the
surgeon, so they have to use
their medical students, ‘cause
that’s all they’ve got” S
14. Informal Learning - through Community Service
Participants talked about the value of experiences outside the formal
learning environment, such as by offering to provide community service.
“we went to a bush gymkhana …
wore the ambulance vest and we
were the ambos for the day, so
we followed the horse races and
picked up people who fell off and
looked after them, did a bit of
basic life support for the staff
and that was really good” (S01)
Fb:stpatricksbh
fb:stpatricksbh
15. Student learning through Connectivity
•Relationships/Interactions with the
• Patient Community
• Broader Community
• Professional Community
Connectivity
Community Connection
“...cause everyone’s
connected you just branch out
and meet people and it’s very
easy” SO8Ext
Reciprocal connectivity
“...because you’re helping
them out they want to
teach you more as well so
it works both ways” SO2Ent
16. Broken Hill as a Social Learning System
Geography
of Place
Hospital
Ward
Preparedness for practice
Mediated by the
process of
Connectivity
Remote
Care
Setting
Learning
Spaces
informal
Learning
Spaces
formal
GP
17. So how could this model be enhanced?
› Promoting T& L activities , authentic contextual
setting
›Exercise Green Desert...
18. Conclusion
Conceptualising a LIP as a SLS is a valuable
way of promoting student learning
› Medical educators and curriculum developers can
encourage :
- flexibility within the formal and informal curriculum
- role modelling/mentoring opportunities
- active student participation and engagement
(i.e. coach students to recognise social network opportunities within
the various learning spaces and then take advantage of the learning
opportunities they bring).
19. Acknowledgements
Prof David Garne
Dr Koshila Kumar
Prof David Perkins
....and of course... all the participants who gave up
their valued time to be part of this research
20. For More Information
SYDNEY MEDICAL SCHOOL
Michele Daly
michele.daly@sydney.edu.au
Twitter: @michele_daly
Daly, M., Roberts, C., Kumar,
K., & Perkins, D. (2013).
Longitudinal integrated
rural placements: a social
learning systems
perspective. Medical
Education, 47(4), 352-361
21. Geography of Place
I got to go out with an ambulance crew to a very
remote location where a car had rolled over and the
driver was trapped inside, there was no doctors,
there were a couple of nurses, and that was a learning
experience, but it was also a lifesaving experience
for that driver, and I had to crawl inside the
wreckage and give him morphine [S12 Ext]
21
Location
Opportunity
to “Act Up”
Locale
Socio-economic
insights
Sense of Belonging
Opportunity to build rapport
and develop clinical
confidence
22. 22
GP
Hospital
Remote
Care
Formal Learning Communities
Spaces
Informal Learning
Spaces
Preparedness for Practice
Informal team
membership
“extra pair of hands”
Practice
Team
Mountain bike club
with hospital
clinicians
Service learning
opportunities in
the wider
community
(Health Academy,
Ambulance
retrieval)
Within this unique Geography of Place
23. Potential barriers
› Geographical and academic isolation
“Out here if your tutor doesn’t teach you nobody else is going to because
there’s nobody else around”
› Students need to be proactive
“There was definitely more opportunity if I wanted... looking back I probably
still could have done more”
Editor's Notes
Today I am going to share some research relating to rural longitudinal integrated placements and how they maybe akin to a social learning system.
The fact we are all here today from places far across the globe, shows just how much international interest there is in community engaged medical education. Today I am going to share some research relating to rural longitudinal integrated placements.
Longitudinal placements – we have an idea what they are and why they were set up (rural career intention, accomodate increasing student numbers coming through the training system) but we wanted to explore HOW these type of medical student clinical placements in community engeged settings , worked from a social learning system perspective
The Broken Hill Extended Placement Program (BHEPP), is located in a rural and remote desert scrub setting, 1300km West of Sydney and 500km from the nearest city.
It is an innovative, multi-university, rural and remote, extended placement initiative. It is run as a collaboration by three universities, and is hosted and managed by the University of Sydney’s Department of Rural Health in Broken Hill. Student placements vary from six to twelve months. Itis a longitudinal integrated rural and remote clinical placement . It is community engaged, integrating community and hospital-based activities, structured learning, and inter-professional focus and independent study allow students to follow the patient journey.
There are three distinct clinical practice communities: general practice; hospital; and remote community care, each characterised by different learning opportunities and experiences such as parallel in general practice and team collaboration in the hospital setting. The students are hosted by a general practice and spend two to four half-day sessions there each week, with the rest of the time spent in the base hospital, as well as four weeks on remote placement.
The BHEPP model uses an integrated curriculum rather than the silo learning which is common practice in urban tertiary education where separate learning blocks are undertaken sequentially
We interviewed a range of stakeholders exploring “perceptions of....
Familiarisation with data
Independent analysis of transcripts
Code discussion and negotiation
Developing a thematic framework
Framework analysis was used and in conjunction with this, Data interpretation was informed by Wenger’s social learning theory
and examined the structure and operation of learning spaces and the nature of formal and
informal curriculum.
In a LIP students participate in a SLS with distinct learning spaces situated within a unique GoP, with connectivity aiding access and boundary crossing between learning spaces
Broken Hill, has its own ‘geography of place’ with its own unique location, locale and sense of belonging
Social and physical isolation is a major aspect of the geography of place. Loss of social network, adverse weather conditions, access and transport issues all contribute to a differing sense of place, for different people. The sheer physical isolation can be overwhelming however it can also provide other opportunities... Acting up
Locale Socioeconomic issues (gain better insight)
High Unemployment , Poor educational outcomes
Poor health access, Higher mortality rate
Sense of belonging Opportunities to develop relationships with colleagues and patients (Confidence and rapport building).
“the population in the areas like ours welcome people much more than…in the urban areas”GP
“Adhoc learning opportunities…Extra pair of hands surgical team,
Enhanced inter-professional teamwork and collaboration…Extra pair of hands for RFDS retrieval
Role modelling and mentoring Opportunities…Bike riding with senior docs
...we’ve got all these amazing role models who love their medicine and are passionate about their medicine but also have a great cultural and social life”HC
Connectivity aided access to different learning spaces but also boundary crossing between learning spaces (Identify, negotiate, cross)
Connection with the Broader Community
Pt Interaction
Social Inclusion
Connection with the Professional Community
Rapid integration (through shadowing and modelling)
Reciprocal Connectivity
In a LIP students participate in a SLS with distinct learning spaces situated within a unique GoP, with connectivity aiding access and boundary crossing between learning spaces.
An example of the formal learning spaces is the rural and remote community care component (spending a month out at Wilcannia) and
an informal learning space could be a student volunteering to be part of a health academy or go out on an ambulance retrieval in that setting. Alternatively an informal learning space could be as simple as belonging to the hospital clinician mountain bike riding club.
Informal service learning opportunities e.g. volunteeringhealth academy
It would appear that this type of social learning may promote preparedness for future practice
This social learning model could be enhamced by promoting T& L activities that make the most out of the authentic contextual setting
By actively encouraging medical educators and curriculum developers
To promote role modelling/mentoring opportunities in this unique geography of place
To promote connectivity opportunities (e.g.Interprofessional) E.g. Exercise Green Desert, Broken Hill, May 2011
To encourage flexibility within the formal and informal curriculum, through incorporating a mix of formal and informal learning spaces
So how could this model be improved?
Conceptualizing a longitudinal clinical placement as a social learning system is a valuable way of promoting student learning.
We can encourage
Medical educators
-to promote flexibility within the formal and informal curriculum through various types of learning spaces,
-encourage role modelling and mentoring opportunities
-and finally promote active student engagement and participation in the various learning spaces that make up a particular geography of place. i.e.
Coaching newly arrived students is importanted to recognise the embedded communities of practice and social networks within the various spaces so that they can then take advantage of the learning opportunities they bring.
Remote location: student had to “act up” as a pseudo doctor under the supervision of senior nurses
No doctors : Insight into lack of health access
Sense of belonging within the community: Building rapport and developing clinical confidence
Our findings show that within a unique geography of place, students take part in a number of distinct learning spaces characterized by different degrees of formality, membership and interactions, as well as different learning opportunities and experiences. The notion of “connectivity” helps explain how students access and cross the boundaries between these learning spaces and communities, and how they may develop a more complex sense of rural professional identity.