The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia

Paliadelis, Penny; Stupans, Ieva; Parker, Vicki; Piper, Donella; Gillan, Pauline C.; Lea, Jackie; Jarrott, Helen Mary; Wilson, Rhonda; Hudson, Judith N; Fagan, Anthea

doi:10.1016/j.colegn.2014.08.003

Cited by 18 publications

(23 citation statements)

References 20 publications

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“…It also emphasizes singularity, an examination of the particular, and an appreciation for unique aspects of an individual or a situation. Engagement in the story, particularly when it challenges prior assumptions, can develop reflection (Paliadelis et al 2014) as well as higher order empathy (Rees et al 2013). Higher order empathy is not just the ability to see things from the perspective of the other, but to communicate to the other person that his/ her feelings are understood (Stanghellini & Rosfort 2013).…”

Section: Review Of the Relevant Published Workmentioning

confidence: 99%

“…Similarly, stories that include pivotal elements about context and culture can also develop person-centredness (Stupans 2013) and discipline-derived stories can develop professional identity (Haigh & Hardy 2011). Paliadelis et al (2014) also found, by inviting students to 'rewrite the story', that use of stories helped students imagine a different way of working clinically, such as how to avoid conflict and common problems that erode work satisfaction and effectiveness. Distillation of these many studies into what narrative offers learners, reveals a number of benefits (see Table 3).…”

Section: Review Of the Relevant Published Workmentioning

confidence: 99%

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Connecting narrative with mental health learning through discussion and analysis of selected contemporary films

McAllister

2015

Int J Mental Health Nurs

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In a recently completed qualitative study of nursing leaders' views of requirements for practice, seven aspects of recovery practice were revealed as central for graduates to learn. It is challenging to provide an in-depth understanding of recovery in a nursing curriculum because there are so many competing content areas and, as a result, time is constrained. However, because it is so vital to understand, educators would benefit from developing and sharing teaching strategies that explore recovery deeply, memorably, and engagingly, in order to encourage theory to be put into practice. Recent research into narrative pedagogy suggests that better use of stories, especially those that have strong emotional pull, such as well-made films and memoirs, may offer solutions to creative educators. Stories can have transformative potential, because once heard and heeded, the person can never go back to exactly how they were before. Recovery learned in this way becomes a threshold concept for the mental health curriculum. This paper outlines an engaging and time-efficient teaching strategy to develop these skills, drawing on the concept of narrative pedagogy.

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Section: Review Of the Relevant Published Workmentioning

confidence: 99%

Section: Review Of the Relevant Published Workmentioning

confidence: 99%

Connecting narrative with mental health learning through discussion and analysis of selected contemporary films

McAllister

2015

Int J Mental Health Nurs

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“…Developing relationships that share intimate story telling of experiences and trust are also an aid to memory in student learning (Paliadelis PS, 2015).…”

Section: Delivering Interprofessional Learning In Healthcare Trainingmentioning

confidence: 99%

Conscious Competence in Interprofessional Learning in Healthcare Education

Houldsworth¹

2018

MedEdPublish

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The delivery of effective, high-quality patient care is a highly complex activity, demanding health and social care professionals to collaborate in an effective manner. Interprofessional learning (IPL) is professionally relevant, intellectually stimulating and evidence based. New learning paradigms for healthcare professionals explore new ways to combine expertise, delivering IPL programmes where patient safety and quality of care can be improved (WHO 2010). Intervening early in the health professional's career with collaborative activities with IPL is now considered important in healthcare training. Development of multidisciplinary student centred ideas hopefully results in the enhancement of patient-centred care. Conscious competence in understanding the benefits of IPL is needed to recognise those that are naïve to IPL and competent professionals who are able to design new curricular and deliver training to address unconscious incompetence to IPL. There are many diverse theories applied to IPL where theory is observation of practice, confirmed by practice. Much development and consolidation of IPL theory is needed.No one healthcare profession can give complete healthcare single-handed. Keywords:Interprofessional learning, collaboration, healthcare professionals, human factors, healthcare cultural barriers Defining interprofessional learning, collaboration and practiceWorking with other disciplines clearly instils a mutual respect of other professionals with shared values, who perform effectively in different team roles and provide patient-centred care that is safe, timely, efficient, effective and equitable. (Barr H, Low H, 2012) Firstly, to establish a definition of Interprofessional Iearning (IPL), which is when individuals improve knowledge and competence during interprofessional education. Interprofessional education (IPE) occurs when two or more professions learn, with or about each other, aiming to improve interprofessional collaboration (IPC) and the quality Houldsworth A MedEdPublish https://doi.org/10. 15694/mep.2018.0000039.1 Page | 2 of care (CAIPE, 2008). IPE in health professions pursues the goal of enabling IPC (CAIPE, 2011). Some core competencies have been identified for interprofessional practice.Intervening early in healthcare training is considered important in healthcare education within the health professionals' career pathway, using collaborative activities and IPL. Experienced professionals who engage in advanced professional practice by continued professional development (CPD) are considered to be advanced practitioners.Effective teaching is an essential requirement for effective IT. When addressing an interprofessional curriculum to deal with differences as well as the interprofessional commonalities, common broad headings and knowledge bases need to be identified. The different cognitive maps of the different disciplines need to be understood in order to differentiate the teaching for each of the professional groups, which may have alternative starting points and abilitie...

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“…Storytelling has been used as a way to emotionally engage students and allow for reflection and visualization in nursing. 34 It has also been recommended that nurse educators reflect on their own clinical experiences and then use real-life experiences in the classroom to help students develop criticalthinking skills. 35 In 1995, when investigating the desired competencies of doctorally trained allied health care faculty, Elder and Nick 36 stated there was a need for faculty experienced with patient care who could integrate that with teaching and research.…”

Section: Role Induction Through Role Continuancementioning

confidence: 99%

Exploring Athletic Training Educators' Development as Teachers

Payne

Walker

Mazerolle

2017

Athletic Training Education Journal

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Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide professional development. Objective: To gain a better understanding of how athletic trainers develop as educators and how their experiences as an educator influence their teaching. Design: Qualitative study. Setting: Higher education institutions. Patients or Other Participants: We interviewed 11 doctorally trained athletic trainers teaching in undergraduate professional athletic training programs. Main Outcome Measure(s): Data were collected through in-depth interviews, and additional artifacts (curricula vitae, syllabi, videotaped teaching lessons) were used to triangulate data collected during the interviews. We used a phenomenological approach to analyze the data and maintained trustworthiness through member checking, data-source triangulation, multiple-analyst triangulation, and peer review. Results: Two main themes emerged from the data: (1) role induction through role continuance and (2) teaching for student learning. Participants discussed how their teaching evolved over the course of their careers, how they valued their clinical practice, how they promoted student learning, and how they aimed to challenge students to transfer knowledge learned into clinical practice. Conclusions: From the data, we are able to understand that athletic training educators develop their teaching practices through engaging in their role as a teacher. This was an informal, continual process of learning how to be an educator.

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The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia

Cited by 18 publications

References 20 publications

Connecting narrative with mental health learning through discussion and analysis of selected contemporary films

Connecting narrative with mental health learning through discussion and analysis of selected contemporary films

Conscious Competence in Interprofessional Learning in Healthcare Education

Exploring Athletic Training Educators' Development as Teachers

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