Learning pathways: Levelling, scaffolding &amp; mapping curriculum

Reekie, Manuela; Kemper, Nicole de Bosch; Epp, Sheila; Denison, Jacqueline; Willson, Melanie; Moralejo, Lisa

doi:10.1016/j.profnurs.2023.03.006

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…According to this theory, knowledge is co-constructed through interaction, making peer engagement a vital component of the learning process. In community care, students recognize the value of collaborative learning [19]. Indeed, they intuitively understand that their professional journey is deepened by their individual experiences, collective reflections, shared challenges, and mutual aspirations [20].…”

Section: Discussionmentioning

confidence: 99%

Healthcare Profession Students’ Motivations for Learning About Community Organizing: A Thematic Analysis

Ohta,

Yata,

Sano

2023

Cureus

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BackgroundMedical care now emphasizes community health, prevention, health promotion, and collaboration. Integrating medical students into community health initiatives enhances their community health and student skills. In an aging multicultural population, the involvement of healthcare professionals in community health management is vital. However, medical education in Japan lacks sufficient exposure to community health issues. A program in Shimane Prefecture aimed to address this gap by revolutionizing medical education through community organizations. MethodsThis study employed a reflexive thematic analysis based on relativist ontology and constructivist epistemology. Participants aspiring to be healthcare professionals from Japanese high schools and universities were recruited from rural Shimane Prefecture. Computer-based questionnaires were used to collect data on participants' reasons, motivations, and visions for community-organizing education. The thematic analysis followed Braun and Clarke's approach and involved systematic coding, theme identification, and refinement. ResultsThree themes emerged from the analysis. In expanding hopes for unknown potential, participants sought improved communication skills, real-world understandings, and fresh perspectives and aimed to promote personal growth through community engagement. In acquiring activeness and new perspectives through connections with peers, hands-on learning and collaboration with peers with shared interests were motivating factors. Participants sought to generate inquiries and discover their activities. Regarding the desire to connect with diverse individuals driven by a strong curiosity about the community, participants aimed to learn community engagement techniques, understand community involvement methods, and explore the relationship between social issues and health. ConclusionCommunity-organizing education plays a pivotal role in shaping future healthcare professionals. Our analysis underscores the need for curriculum reform, including experiential learning and peer interaction, to facilitate a comprehensive understanding of health and community dynamics. Future studies should assess the long-term impacts of these experiences on students' careers and community health to contribute to advancements in medical education and community-oriented healthcare professionalism.

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Section: Discussionmentioning

confidence: 99%