Action Learning: Facilitating Real Change for Part-Time Occupational Therapy Students

Autor/inn/en	Walsh, Susan; Fegan, Colette
Titel	Action Learning: Facilitating Real Change for Part-Time Occupational Therapy Students
Quelle	In: Action Learning: Research and Practice, 4 (2007) 2, S.137-152 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
Schlagwörter	Feedback (Response); Action Research; Participant Observation; Experiential Learning; Diaries; Occupational Therapy; Tutors; College Students; Mental Health + Suchen Sie Ihr Suchwort? Projektforschung; Teilnehmende Beobachtung; Experiental learning; Erfahrungsorientiertes Lernen; Diary; Tagebuch; Beschäftigungstherapie; Förderlehrer; Lehrender; Tutor; Collegestudent; Psychohygiene
Abstract	This study explored the use of action learning with first-year part-time occupational therapy students. The aims were: (1) to identify the issues raised by students relating to their needs on the course and any changes they made; (2) to explore the influence of action learning in facilitating change. It was also hoped that through action learning students could rehearse appropriate professional skills. Fifteen students in two action learning sets with a known tutor as facilitator met for 10 weekly one-hour sets. Action research was used with methods including a pre-questionnaire to capture initial thoughts of students; participant observation yielding field-notes; reflective diaries; students' written feedback and a final group interview. Inductive analysis was used to identify emerging themes. A range of personal, professional and academic issues were identified and some students reported changes across these domains. The use of new ways of learning and the use of peer support offered by action learning seemed to facilitate these changes in students. Changes in key professional skills such as communication and group skills were also noted. Challenges which acted against change were lack of need for peer support and lack of a deep understanding of group work processes. The need for integration of action learning into the wider curriculum was indicated. (Contains 1 table and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10