A participatory learning model and person-centred healthcare: moving away from one hand clapping

Stephens, John (2015) A participatory learning model and person-centred healthcare: moving away from one hand clapping. European Journal for Person Centered Healthcare, 3 (3). pp. 279-287.

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Abstract

Background: This article reports on the development of a series of facilitated workshops within two pre-registration physiotherapy programmes framed by an adapted participatory learning model in an attempt gain some understanding of the facilitation of learning that is person-centred and collaborative in nature. Methods: Data collected during the ‘Evaluation’ phase within the adapted participatory learning model is pluralistic in nature, with feedback gained from students, People with Experience (PWE) and workshop facilitators. Findings and Discussion: Students and PWE valued the workshops, with a desire to ‘do their best’ for others being a key motivator. Key themes associated with emergent learning includes the importance of building trust and being genuine in practice and the coherence between organisational systems and the lives of individuals when ‘things’ work well. The provision of ‘space for reflection’ is a critical factor in the success of the workshops. Conclusion: The participatory learning model offers a structure to organise a learning process in a manner that is not only conceptually appealing but also of practical use. The model would seem to have the potential for transfer to broader areas of professional education. In embracing participation ‘don’t be afraid to start’ and ‘learn from doing’ are key messages of encouragement.

Item Type: Article
Uncontrolled Keywords: participatory learning model, complexity, pre-registration professional education
Divisions: Faculty of Health Sciences and Wellbeing > School of Nursing and Health Sciences > Department of Sport and Excercise Sciences
Depositing User: Leah Maughan
Date Deposited: 14 Jul 2020 16:25
Last Modified: 14 Jul 2020 16:25
URI: http://sure.sunderland.ac.uk/id/eprint/12221

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