| 1. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(author)
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Researching Professional Learning and Practice: What does it mean to 'be there'?
- 2012
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In: “Professions and Professional Learning in Troubling Times:Emerging Practices and Transgressive Knowledges. UNIVERSITY OF STIRLING, UK Wednesday 9thMay – Friday 11th May 2012. ; , s. 11-11
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Conference paper (other academic/artistic)abstract
- If we aim to understand professional learning and practice in material, embodied and discursive terms,then one obvious place to turn methodologically is to ethnography and observation. Ethnographicmethods normally presuppose the physical presence of the researcher in the research setting. In thispaper we explore what it might mean to observe, document and represent practices throughethnographic work in contexts of (i) interdisciplinary collaboration; (ii) economic and time pressures,making extended periods of observation difficult; and (iii)multi-sited, including international, collaboration.As we conduct and plan projects that involve scholars from different national and disciplinarybackgrounds, and imagine the temporal and spatial opportunities and constraints within which ourresearch unfolds, we are forced to think through what it means to ‘be there’, observing, in the field, aspractices and learning unfold. The material contexts in which we now work challenge the notion of thesingle ethnographer whose embodied presence in the field underpins an embodied understanding of theworld. We have to rely on others’ experiences, read field notes we didn’t write ourselves, engage withsituations where we don’t share a common language with participants, and make sense of the differentways data, analysis and theory have meaning for us as collaborators from health, geography andeducation backgrounds, drawing on a range of theoretical frames in our research.In order to grapple more fully and tangibly with these issues, we undertook a piece of observational workin a health professional education setting in Linköping, Sweden. An experienced gynaecologist andeducator, ‘Birgit’, runs evening sessions for small groups of medical students. Central to these are the‘professional patients’ – women who make themselves, their bodies, available so that students can learnand practise pelvic examination. Two of us, Madeleine and Nick, were present at one evening’s session;Alison was not. In the paper we will present excerpts from Nick’s and then Madeleine’s account of thesame ‘moment’ during the session. These will be followed by reflections from Alison as a remote‘participant’, on the sorts of understandings and questions that arise for her in this different position. Wewill then develop a collective response to the ‘data’, foregrounding ways in which our personal,professional, and disciplinary backgrounds or ways of being shape our engagement with the world, thedifferent accounts, and our responses to each other. We complicate notions of ‘being there’ to exploremultiple ‘beings there’ and ‘beings apart’, highlighting important theoretical and methodological issuesaround observation, representation, and analysis, and reflecting on these in terms of theoreticalgroundings of our substantive analysis in practice theory.
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| 2. |
- Abrandt Dahlgren, Madeleine, et al.
(author)
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Theorising simulation in higher education: difficulty for learners as an emergent phenomenon
- 2016
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In: Teaching in Higher Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1356-2517 .- 1470-1294. ; 21:6, s. 613-627
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Journal article (peer-reviewed)abstract
- Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A sociomaterial view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty.
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| 3. |
- Dieckmann, Peter, et al.
(author)
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Bodies in Simulation
- 2019. - 1
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In: Interprofessional Simulation in Health Care. - Cham : Springer. - 9783030195410 - 9783030195427 ; , s. 175-195
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Book chapter (peer-reviewed)abstract
- Recent theorisations of practice have suggested that a focus on the role of the body in professional practices, in simulated or naturalistic settings, might enable educators and learners to draw attention to other dimensions of knowledge, which are not easily accessible through cognitive perspectives. Recognising the role of the body in knowledge production in practice goes beyond a focus on the individual practitioner, in the clarification how the performance of a practice is constituted by the relational nature of material arrangements and professional bodies. This chapter re-visits dimensions of simulation from a specific focus of realism and embodiment and discusses the clinical impression of the manikin as multiple bodies being simulated—through doings and sayings bound together with materiality.
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| 4. |
- Hopwood, Nick, et al.
(author)
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Developing professional responsibility in medicine : a sociomaterial curriculum
- 2014
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In: Reconceptualising professional learning. - London and New York : Routledge. - 9780415815772 - 9780415815789 - 9781315813714 ; , s. 171-183
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Book chapter (other academic/artistic)abstract
- This book presents leading-edge perspectives and methodologies to address emerging issues o concern for professional learning in contemporary society. The conditions for professional practice and learning are changein dramatically in the wake of globalisation, new modes of knowledge production, new regulatory regiemes and increased economic-political pressures. A number of chllenges for professional learning emerge:more practitioners becoming involved in interprofessional collaborationdevlopments in new technologies and virtual workworldsemergence of transnational knowedge cultures and interrelated circuits of knowledge.The space and time relations in which professional practice and learning are mebedded are becoming more complext, as are the epistemic underpinnings om professional work. Together these shifts bring about intersections of professional knowledge and responsibilities that call for new conceptions of professional knowing. Exploring what the authors call sociomaterial perspectives on professional learning, they argue that theories that trace not just the social but also the material aspects of practice - tools, texts, bodies, devices - are useful for coming to terms with the challenges above. Reconceptualising professional learning develops these issues through specific contemporary cases focused on one of the book's three main themes: (1) professionals' knowing in practice, (2) professionals' work arrangements and technologies and (3) professional responsibility. Each chapter draws on innovative theory to highlight the sociomaterial webs through which professional learning may be reconceptualised. Authors are based in Australia, Canada, italy, Norway, Sweden and the USA as well as the UTK and their cases are based in a range of professional settings including medicine, teaching, nursing engineering, social services, the creative industries and more. By presenting detailed accounts of these themes from a sociomaterial perspective, the book raises new questions and opens new methodological approaches. These can help make more visible what is often invisible in today's messy dynamics of professional learning, and pont to new ways of configuring educational support and policy for professionals.
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| 5. |
- Hopwood, Nick, et al.
(author)
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Doing interprofessional simulation : Bodily enactments in interprofessional simulation
- 2019. - 1
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In: Interprofessional simulation in health care. - Cham, Schweiz : Springer. - 9783030195410 - 9783030195427 ; , s. 91-113
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Book chapter (other academic/artistic)abstract
- This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.
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| 6. |
- Hopwood, Nick, et al.
(author)
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Double stimulation in healthcare emergencies : fostering expansive, collective tool use through simulation-based continuing professional education
- 2022
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In: Pedagogy, Culture & Society. - : Routledge. - 1468-1366 .- 1747-5104. ; 30:1, s. 71-87
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Journal article (peer-reviewed)abstract
- This paper explains how simulation-based continuing professional education can enable professionals to overcome significant challenges in healthcare practice. It focuses on pedagogies that address conflicts of motives experienced by teams at work by promoting collective use of protocols and an auxiliary motive to collaborate in agile, relational practices. Data relating to a simulation programme (PROBE) associated with reduced injuries in emergency birth situations are examined. The concept of double stimulation informs analysis of simulated scenarios and linked debriefs. PROBE transforms a commonly used protocol from a memory tool used by individuals to an ‘in-between’ tool used expansively and collectively across the birthing team. Crucial to this are diverse epistemic levels of mediation that enable teams to resolve conflicted, high-stakes situations through fluid, responsive interactions. Indications in the data that PROBE pedagogies foster transformative agency among health professionals are highlighted and discussed. The paper thus adds to understanding of how double stimulation as a principle of volitional action can be put to work in continuing professional education.
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| 7. |
- Hopwood, Nick, et al.
(author)
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How Professional Education Can Foster Praxis and Critical Praxis: An Example of Changing Practice in Healthcare
- 2022
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In: Vocations and Learning. - : SPRINGER. - 1874-785X .- 1874-7868. ; 15:1, s. 49-70
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Journal article (peer-reviewed)abstract
- Learning is crucial to how professionals enact practices, and to how practices change. Professionals frequently encounter uncertainty regarding what to do, requiring praxis informed by practical wisdom, which takes into account the virtues of practice. Critical praxis takes this further, questioning current norms to reduce untoward effects. A simulation-based education program for healthcare professionals was selected for study due to strong evidence of sustained improvements in handling a rare and challenging birth emergency (shoulder dystocia). Videos of simulations and debrief discussions were analysed in terms of complexes of sayings, doings and relatings. Practitioners learned to respond in agile, collective ways to specific situations, through praxis. An extension to the theory of practice architectures is offered, based on two new concepts. Connective enactments involved narration, questioning, and directing actions. These contributed to collective accomplishments of fluid role-switching, responsive sequencing and pacing, and producing calm. These new concepts help to theorise how professional education can contribute to practice change by fostering praxis and critical praxis, addressing the architectures that shape practices.
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| 8. |
- Hopwood, Nick, et al.
(author)
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Three Principles Informing Simulation-Based Continuing Education to Promote Effective Interprofessional Collaboration: Reorganizing, Reframing, and Recontextualizing
- 2020
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In: Journal of Continuing Education in the Health Professions. - : LIPPINCOTT WILLIAMS & WILKINS. - 0894-1912 .- 1554-558X. ; 40:2, s. 81-88
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Journal article (peer-reviewed)abstract
- Introduction: Shoulder dystocia is a complex birth emergency where patient outcomes remain a concern. This article investigates the detailed processes of simulation-based continuing education in a hospital where evidence over 10 years demonstrates improvements in practitioner knowledge, enacted practices, and maternal and child outcomes. Methods: Data were collected by video recording teams participating in a shoulder dystocia simulation and debrief. Analysis combined grounded thematic development with purposive coding of enactments of a relevant protocol (the ALSO HELPERR). Results: Three themes were identified (three Rs) that capture how effective interprofessional collaboration is promoted through collectively oriented reflection: Reorganizing roles and responsibilities between team members; Reframing the problem of shoulder dystocia from individuals correctly following a protocol, to a team of professionals who need to attune to, respond to, and support one another; and Recontextualizing by collectively "commingling" theoretical knowledge with practical experience to reflect on actions and judgements. Discussion: The three Rs are relevant to diverse clinical settings and address gaps in knowledge relating to the process of interprofessional simulation. Together, they constitute a set of principles to inform the design and conduct of continuing education for interprofessional practice through simulation.
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| 9. |
- Lindh Falk, Annika, 1967-
(author)
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Interprofessional Collaboration in Health Care : Education and Practice
- 2016
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Doctoral thesis (other academic/artistic)abstract
- Background: Interprofessional collaboration is of global interest for addressing to the complex health care needs and improving patient safety in health care. Professionals have to develop collaborative skills and the ability to share knowledge. Interprofessional education describes learning activities where students learn with, from and about each other to improve collaboration. The dimension of interprofessional collaboration is complex and includes different collaborative competencies to bring about the best for the patients. To become a professional, often understood as someone exerting expertise within a specific field of practice, involves a learning process that challenges the boundaries of the professions. Boundaries are not only barriers, but also places that increase learning. There is a complexity to studying the phenomenon of interprofessional collaboration and learning regarding how it occurs in education and health care practice. By using a sociomaterial perspective on practice, it is possible to more robustly explore the collaborative context.Aim: The overarching aim of the thesis has been to explore interprofessional collaboration and learning in health care education and in interprofessional health care practice. More specifically, the research questions in the thesis were answered in two studies regarding how professional knowledge is developed and shared in interprofessional undergraduate health care education and in interprofessional health care practice.Methods: A questionnaire was distributed to students from a medicine, nursing, physiotherapy and occupational therapy programme who participated in a two-week period of practice at an Interprofessional Training Ward in Linköping. The data was analysed quantitatively to explore how female and male students experienced their professional identity formation. The open-ended responses were analysed using a sociomaterial perspective on practice.An ethnographic study was conducted in a hospital setting during a period of one year, during which two interprofessional teams were observed. A theory-driven analysis was made using a sociomaterial perspective on practice, and this provided a lens through which the nature of interprofessional collaboration and knowledge sharing could be observed.Findings: The main findings from the questionnaire showed that the practice architectures of the Interprofessional Training Ward, prefigured practices where different professional responsibilities were enacted in ways that were reproducing expected and unexpected roles in a traditional health care practice. That disrupted the students´ practical and general understandings of professional responsibilities and the nature of professional work including their professional identity formation.The findings from the ethnographic study showed different patterns of how knowledge was shared among professionals in their daily work practice as it unfolded, like chains of actions. The patterns arose through activities where collaboration between professionals was planned beforehand, and at other times it arose in more spontaneous or responsive ways. Due to the way the activities were arranged, the nursing assistants were totally or partially excluded from the collaborative practices.Conclusions: The way that educational and health care practices were arranged had an influence on the patterns of interactions between the students as well as the professionals. The arrangement at the Interprofessional Training Ward enabled and constrained the possibilities for students to learn professional and interprofessional competencies. Professional practices in health care hung together through chains of actions that influenced interprofessional collaboration and learning. The relations between human actors, material objects and artifacts are of importance for understanding interprofessional practices.
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| 10. |
- Lindh Falk, Annika, et al.
(author)
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Nursing assistants mattersAn ethnographic study of knowledge sharing in interprofessional practice
- 2018
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In: Nursing Inquiry. - : WILEY. - 1320-7881 .- 1440-1800. ; 25:2
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Journal article (peer-reviewed)abstract
- Interprofessional collaboration involves some kind of knowledge sharing, which is essential and will be important in the future in regard to the opportunities and challenges in practices for delivering safe and effective health care. Nursing assistants are seldom mentioned as a group of health care workers that contribute to interprofessional collaboration in health care practice. The aim of this ethnographic study was to explore how the nursing assistants knowledge can be shared in a team on a spinal cord injury rehabilitation ward. Using a sociomaterial perspective on practice, we captured different aspects of interprofessional collaboration in health care. The findings reveal how knowledge was shared between professionals, depending on different kinds of practice architecture. These specific cultural-discursive, material-economic, and social-political arrangements enabled possibilities through which nursing assistants knowledge informed other practices, and others knowledge informed the practice of nursing assistants. By studying what health care professionals actually do and say in practice, we found that the nursing assistants could make a valuable contribution of knowledge to the team.
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