+ Site Statistics
References:
54,258,434
Abstracts:
29,560,870
PMIDs:
28,072,757
+ Search Articles
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ PDF Full Text
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Translate
+ Recently Requested

Enhancing practice teachers' knowledge and skills using collaborative action learning sets



Enhancing practice teachers' knowledge and skills using collaborative action learning sets



Community Practitioner 87(6): 24-28



This research project was designed to enhance the critical thinking and problem-solving skills of practice teachers (PTs) and promote role modelling to specialist community public health nursing (SCPHN) students. This paper explores the impact of action learning sets (ALS) on the trainee PT role and associated students and stakeholders. Pre- and post-intervention surveys were completed by eight trainee PTs and three focus groups were held consisting of trainee PTs, practice education facilitators and students. Three focus groups for the trainee PTs, practice education facilitators and allocated students were held. Findings are presented in relation to three themes: knowledge, skills and role modelling in practice; dedicated practice teacher development; and ALS in practice. Data analysis demonstrated that the PTs valued the dedicated module and ALS enhanced their knowledge and skills. These skills were role modelled to students to guide reflection and knowledge acquisition. All participants intended to develop ALS as part of continued professional development. The paper concludes with recommendations to improve the educational development of both trainee and experienced PTs through the integration of ALS as part of PT development.

(PDF emailed within 1 workday: $29.90)

Accession: 052991398

Download citation: RISBibTeXText

PMID: 24974553


Related references

Transferring knowledge into practice? Exploring the feasibility of action learning for improving knowledge, skills and confidence in clinical communication skills. Bmc Medical Education 19(1): 37-37, 2019

Enhancing critical analysis and problem-solving skills in undergraduate psychology An evaluation of a collaborative learning and problem-based learning approach. Australian Journal of Psychology 65(1): 38-45, 2013

Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience. Nurse Education in Practice 28: 285-291, 2017

Relationship of teachers' technical knowledge skills and students' learning on a volleyball unit. Perceptual and Motor Skills 73(1): 349-350, 1991

Enhancing the teachers role as a facilitator through action learning. Agricultural education magazine- 76(2): 14-15, 2003

Sources of experienced secondary teachers' skills and knowledge: A comparison of science teachers with other teachers. Science Education 73(1): 71-86, 1989

Comparative expectations and knowledge off teachers and parents with regard to memory skills in children with learning difficulty. Australian Journal of Learning Disabilities 4(4): 6-13, 1999

Action learning sets in a nursing and midwifery practice learning context: a realistic evaluation. Nurse Education in Practice 14(4): 410-416, 2015

Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport 14(3): 133-138, 2014

Measuring and learning in clinical practice : The Collaborative Action Learning Project progress report, October 1995. International Journal of Language & Communication Disorders 30(S1): 71-78, 1995

How to foster collaborative learning in communities of teachers and student teachers: Introduction to a special issue. Learning Environments Research 15(3): 273-278, 2012

Using Action Research as a Collaborative Process to Enhance Educators' and Families' Knowledge and Skills for Youth With Emotional or Behavioral Disorders. Preventing School Failure Alternative Education for Children and Youth 42(2): 88-93, 1998

Action learning groups: can they help students develop their knowledge and skills?. Nurse Education in Practice 3(1): 49-55, 2008

Learning to navigate through complex and tragic clinical situations Employing reflective practice as a means of enhancing communication and leadership skills. Pediatric Research 53(4 Part 2): 88A, 2003

Knowledge-to-action processes in SHRTN collaborative communities of practice: a study protocol. Implementation Science 6: 12, 2011