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Personal Learning (personal + learning)
Selected AbstractsConducting rehabilitation groups for people suffering from chronic painINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 3 2010Elin Dysvik RN PhD Dysvik E, Stephens P. International Journal of Nursing Practice 2010; 16: 233,240 Conducting rehabilitation groups for people suffering from chronic pain The aim of this study was to offer guidelines for counsellors who work with rehabilitation groups of patients with chronic pain. The sample involved nine counsellors engaged in a multidisciplinary pain management programme. Two focus group interviews were conducted. Data were analysed using qualitative content analysis. These indicate that main challenges facing counsellors were related to maintaining constructive group processes and being mentally prepared. The counsellors reported that knowledge concerning self-awareness, theoretical frameworks and counselling techniques was important. Personal learning included: group leadership, teamwork, grasping the inside story and obtaining supervision. The results show how important it is to have trained counsellors that are well prepared to prevent and deal with challenging group processes. Counsellors need to understand the concept of pain and be acquainted with cognitive behavioural framework and group processes. The results indicate that counsellors perceive regular supervision as supportive and is likely to promote good team functioning. [source] Undergraduate and postgraduate dental students',reflection on learning': a qualitative studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2006F. A. Ashley Abstract, The aim of this study was to explore undergraduate and postgraduate dental students' understanding of a good learning experience by using ,reflection on learning' as described by Schon. Four groups of Year 4 BDS students and one group of postgraduate students in dental public health took part in a series of focus group discussions. The responses were grouped into four broad themes (a) active, practical and positive learning; (b) interactive/together learning; (c) personal learning; (d) theory into practice. Six educational models of good learning proposed by the students are described. [source] Action research from the inside: issues and challenges in doing action research in your own hospitalJOURNAL OF ADVANCED NURSING, Issue 5 2001David Coghlan MSc PhD SM Action research from the inside: issues and challenges in doing action research in your own hospital Background and rationale.,Nurses are increasingly engaging in action research projects to improve aspects of nursing practice, education and management and contribute to the development of the profession. Action research involves opportunistic planned interventions in real time situations and a study of those interventions as they occur, which in turn informs further interventions. Insider action research has its own dynamics which distinguish it from an external action researcher approach. The nurse-researchers are normally already immersed in the organization and have a pre-understanding from being an actor in the processes being studied. There is a paucity of literature on the challenges that face nurse action researchers on doing action research in their own hospital. Aim.,The aim of this article is to address this paucity by exploring the nature of the challenges which face nurse action researchers. Challenges facing such nurse-researchers are that they frequently need to combine their action research role with their regular organizational roles and this role duality can create the potential for role ambiguity and conflict. They need to manage the political dynamics which involve balancing the hospital's formal justification of what it wants in the project with their own tactical personal justification for the project. Main issues.,Nurse-researchers' pre-understanding, organizational role and ability to manage hospital politics play an important role in the political process of framing and selecting their action research project. In order that the action research project contribute to the organization's learning, nurse action researchers engages in interlevel processes engaging individuals, teams, the interdepartmental group and the organization in processes of learning and change. Conclusions.,Consideration of these challenges enables nurse-action researchers to grasp the opportunities such research projects afford for personal learning, organizational learning and contribution to knowledge. [source] Design conditions for learning in community service contextsJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 4 2001Caroline A. Bartel In this study, we investigated team-based community service projects as action learning initiatives designed to facilitate two learning outcomes: community learning (knowledge of social, cultural, or economic issues) and personal learning (self-awareness of managerial attitudes and abilities). We developed hypotheses to predict critical input conditions for action learning that promote community and personal learning. We tested these hypotheses with data collected from 381 MBA students and their team leaders who participated in a variety of community service projects. Results demonstrated that design conditions (task characteristics, social interactions, and affective responses) influenced community and personal learning differently. We supplemented survey results with interview and observational data from a subset of participants and conclude with a discussion of the theoretical implications for action learning and practical recommendations for designing community service programs. Copyright © 2001 John Wiley & Sons, Ltd. [source] Participants' opinions on the usefulness of a teaching portfolioMEDICAL EDUCATION, Issue 4 2006Dineke E H Tigelaar Background, Whether teaching portfolios achieve their aim of stimulating teachers' professional development is favourably affected by the incorporation of a balanced structure and effective social interactions, such as coaching. We explored teachers' experiences with a teaching portfolio that was structured by teaching roles, portfolio assignments and conversation protocols. The related social interactions consisted of meetings with peers and personal coaches. Teachers' and coaches' opinions were sought about the benefits and the enabling and disabling factors of the portfolio structure and the social interactions involved. Method, Five teachers and their personal coaches were individually interviewed about their experiences with the portfolio. Protocols were analysed using a top-down strategy. Results, The teaching roles were helpful in analysing teaching, but the assignments and the conversation protocols were too detailed and directive. The social interactions were perceived as very valuable for professional development, particularly the meetings with personal coaches. Conclusions, The portfolio structure and social interactions, especially personal coaching, appeared to be helpful for teachers in analysing their teaching practice. The assignments and protocols, however, were too detailed and directive. This may be resolved by using assignments and conversation protocols more flexibly and enabling adjustment to personal learning needs. The high appreciation of personal coaching might be related to the freedom for teachers to choose their own coach. The results can be used by portfolio designers as guidelines for how to achieve a balanced structure and effective social interactions and how these might be combined to increase the benefits of working with a portfolio to teachers. [source] | ||||||||||