Reflections and learning from using action learning sets in a healthcare education setting
Reflections and learning from using action learning sets in a healthcare education setting
This paper describes the delivery of action learning sets to students on the peer educator course provided by the Dementia Studies Department at University of Bradford. Our understanding of action learning sets is laid out together with our rationale for their use on this course. Feedback is presented that described a conflicted, even confused experience for many of those involved. This paper is the outcome of the organising teams' effort to make sense of, and learn from, this feedback in order to inform our future practice. We conclude that, amongst the many issues, most key was that the students had been subscripted into an action learning process for which voluntary commitment is more usually the norm.
action learning sets, higher education, students, voluntary participation, facilitators, congruity
303-314
Dunphy, Liz
62d12741-9d71-4456-8bbc-997b9517171c
Proctor, Gillian
3669164d-d2b4-475c-9545-326a83baa381
Bartlett, Ruth
b059d54d-9431-43a8-9d1d-19d35ab57ac3
Haslam, Mark
4e069546-39d0-437f-bcf7-8f7da85e0586
Wood, Chris
3004b47a-88ce-469f-b801-5ea213e818ed
2010
Dunphy, Liz
62d12741-9d71-4456-8bbc-997b9517171c
Proctor, Gillian
3669164d-d2b4-475c-9545-326a83baa381
Bartlett, Ruth
b059d54d-9431-43a8-9d1d-19d35ab57ac3
Haslam, Mark
4e069546-39d0-437f-bcf7-8f7da85e0586
Wood, Chris
3004b47a-88ce-469f-b801-5ea213e818ed
Dunphy, Liz, Proctor, Gillian, Bartlett, Ruth, Haslam, Mark and Wood, Chris
(2010)
Reflections and learning from using action learning sets in a healthcare education setting.
Action Learning: Research and Practice, 7 (3), .
(doi:10.1080/14767333.2010.518378).
Abstract
This paper describes the delivery of action learning sets to students on the peer educator course provided by the Dementia Studies Department at University of Bradford. Our understanding of action learning sets is laid out together with our rationale for their use on this course. Feedback is presented that described a conflicted, even confused experience for many of those involved. This paper is the outcome of the organising teams' effort to make sense of, and learn from, this feedback in order to inform our future practice. We conclude that, amongst the many issues, most key was that the students had been subscripted into an action learning process for which voluntary commitment is more usually the norm.
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Published date: 2010
Keywords:
action learning sets, higher education, students, voluntary participation, facilitators, congruity
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Local EPrints ID: 187385
URI: http://eprints.soton.ac.uk/id/eprint/187385
ISSN: 1476-7333
PURE UUID: da17dfb6-6eed-4094-8e80-97a61122066c
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Date deposited: 17 May 2011 14:32
Last modified: 15 Mar 2024 03:39
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Contributors
Author:
Liz Dunphy
Author:
Gillian Proctor
Author:
Mark Haslam
Author:
Chris Wood
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