scholarly journals Conclusion: Real World Learning—Researching and Co-constructing Working Definitions for Curriculum Development and Pedagogy

2020 ◽  
pp. 395-412
Author(s):  
Dawn A. Morley
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Qualitative Study ◽  
Curriculum Development ◽  
Focus Groups ◽  
Concept Mapping ◽  
Thematic Analysis ◽  
Real World ◽  
Curriculum Planning ◽  
Real World Learning

Abstract Morley presents a research paper on a qualitative study of 15 groups of authors who were submitting chapters to an edited open-access collection, “Applied pedagogy for higher education. Real world learning and innovation across the curriculum”. Through the method of concept mapping, authors discuss their views and experience of “real world learning”. The concept of real world learning is an emerging area in higher education where students are focusing not only on their present learning but on how they can develop attributes and identities that equip them to progress following graduation. A thematic analysis of the author focus groups identifies three themes of fidelity, individuality and mutuality. A discussion of the themes applies the authors’ experience of real world curriculum planning and pedagogy in higher education.

scholarly journals Perceptions and Barriers to Physical Activity in Childhood and Adulthood Among Latinas

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Rosenda Murillo ◽  
Mariana Vazquez ◽  
Isabel Leal ◽  
Daphne Hernandez ◽  
Qian Lu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
Focus Groups ◽  
Thematic Analysis ◽  
Structured Interview ◽  
Individual Interview ◽  
Latina Women ◽  
The Us ◽  
Promotion Of Physical Activity ◽  
Barriers To Physical Activity

Objective: The purpose of this qualitative study was to identify perceptions and barriers to physical activity in childhood and adulthood among Latina adults. Methods: We conducted 3 focus groups, 2 dyadic interviews, and an individual interview using semi-structured interview guides with 23 Latina women aged 21-35. A thematic analysis approach employing inductive and deductive coding was utilized to code, categorize, and summarize data into themes. Results: The themes that emerged focused on: (1) physical activity is enjoyable; (2) family influenced physical activity; (3) different lifestyle in the US influenced physical activity; (4) physical activity is important for health; and (5) responsibilities (eg, work, caregiving) as barriers to physical activity in adulthood. Conclusions: Perceptions and barriers to physical activity experienced in both childhood and adulthood should be considered in the promotion of physical activity among Latinas.

Becoming a transcultural psychotherapist: Qualitative study of the experience of professionals in training in a transcultural psychotherapy group

2020 ◽  
pp. 136346152095006
Author(s):  
Laura Carballeira Carrera ◽  
Sarah Lévesque-Daniel ◽  
Marie Rose Moro ◽  
Malika Mansouri ◽  
Jonathan Lachal
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Thematic Analysis ◽  
Personal Experience ◽  
Psychiatric Treatment ◽  
Psychotherapy Training ◽  
Training Group ◽  
Sufficient Time ◽  
Therapeutic Technique ◽  
Transcultural Psychotherapy

Transcultural psychotherapy is an original therapeutic technique designed to respond to difficulties encountered in psychiatric treatment for migrants. Today, this psychotherapy is formalized and it is in use at numerous sites in France and internationally. An increasing number of professionals are seeking training in this method. We sought to explore the experiences of these trainees, at their entry in the group and during their training. This qualitative study used focus groups to interview trainees participating in a transcultural psychotherapy training group. The thematic analysis generated two domains of experience: the emotional and personal experience within the transcultural group, including the private feelings of the trainee-participants, their initial difficulties, and the changes in these feelings; and their perception of this specific type of care, that is, their perspectives on transcultural psychotherapy and its most original aspects. Based on the narratives of trainees in this program, we conclude that becoming a transcultural psychotherapist involves a process not only of cultural decentering but also of professional decentering. This decentering cannot be learned theoretically: it must be experienced, for a long enough time to become imbued with it and to allow oneself to modify one’s practices. After sufficient time in the group, the trainees succeed in extricating themselves, little by little, from their ethnocentric vision of psychotherapy, and come to tolerate and then integrate new ways of doing and thinking.

scholarly journals Mechanically assisted walking training during inpatient rehabilitation after stroke: perceptions of physiotherapists.

2020 ◽  
Author(s):  
Sandra G Brauer ◽  
Lauren Waters ◽  
Suzanne Kuys ◽  
Louise Ada
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Thematic Analysis ◽  
Stroke Rehabilitation ◽  
Inpatient Rehabilitation ◽  
Treadmill Training ◽  
Translation Strategies ◽  
Inductive Approach ◽  
Therapeutic Consequences ◽  
Therapeutic Value

Background and Purpose: Despite evidence supporting the use of mechanically assisted walking training in stroke rehabilitation, it is not extensively used. The purpose of this study was a to explore the perceptions of physiotherapists regarding their use of mechanically assisted walking training, specifically treadmill training, during inpatient rehabilitation after stroke. Better understanding of physiotherapist perceptions can inform the development of translation strategies. Methods: A qualitative study using focus groups comprising 14 phsyiotherapists (including students) working in stroke inpatient rehabilitation at two sites was conducted. Transcripts were analysed using an inductive approach to thematic analysis. Results: Physiotherapists perceived two main themes related to using mechanically assisted walking training during inpatient rehabilitation; therapeutic consequences e.g. patients able to walk earlier, further, longer; less fatiguing for therapist, ability to manipulate walking parameters) and practical considerations (eg safety, efficiency, staff skill, access to equipment, weight and level of disability of patient, fear of treadmill). Discussion: Therapists perceptions of using mechanically assisted walking training during inpatient rehabilitation after stroke were mixed. There is a need to educate physiotherapy staff about the evidence of therapeutic value as well as how to perform mechanically assisted walking training.

scholarly journals Learning needs, barriers, differences and study requirements: How students identify as 'disabled' in higher education

2020 ◽  
Vol 22 (1) ◽  
pp. 95-111 ◽  
Author(s):  
Kate Lister ◽  
Tim Coughlan ◽  
Nathaniel Owen
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Qualitative Study ◽  
Focus Groups ◽  
Student Perceptions ◽  
Language Use ◽  
Educational Institutions ◽  
Learning Needs ◽  
Higher Educational Institutions ◽  
Disabled Students

Higher educational institutions (HEIs) often categorise certain students as 'disabled' in order to support inclusive and equitable study. 'Disabled' students studying in higher education may be asked to 'disclose a disability', request and agree 'reasonable adjustments' that their institution will 'provide' them, and engage with processes such as applying for 'Disabled Students' Allowance'. However, there is little understanding of preferences and comfort with language in this area, and if students do not i dentify with terms such as 'disabled', this can create barriers to requesting or accessing support. This paper describes a qualitative study to investigate language preferences for common points of communication with the HEI. We held interviews and focus groups with students (n=12) and utilised discourse analysis to investigate the language used and student perceptions of language. We identified three distinct models of language used to discuss study needs relating to a 'disability', each with language nor ms and specific nomenclature. Furthermore, we found divergence in preferences in language, leading us to argue that differential and inclusive approaches to language use should be explored.

scholarly journals Making Projects Real in a Higher Education Context

2020 ◽  
pp. 163-185
Author(s):  
Roy Hanney
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Real World ◽  
Theoretical Underpinning ◽  
The World ◽  
Model Of Management ◽  
Real World Learning ◽  
Real Value ◽  
Agile Learning ◽  
Industry Professionals

Abstract Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work.

Student experiences of a return to practice programme: a qualitative study

2021 ◽  
Vol 30 (15) ◽  
pp. 900-908
Author(s):  
Maggie Coates ◽  
Ann Macfadyen
Keyword(s):  
Higher Education ◽  
Clinical Practice ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Student Experiences ◽  
Previous Knowledge ◽  
Allied Health Students ◽  
Professional Registration ◽  
Collection Methods

Background: Nurses, midwives and other health professionals who return to practice come from a range of backgrounds and return for a variety of reasons. Much of the research on return to practice concerns programme provision rather than returnee experience. Aim: This qualitative study focused on the experiences of nursing, midwifery and allied health students undertaking a return to practice programme at a higher education institute. It interpreted the perceptions of the student experience of returning to clinical practice following a lapse in professional registration. Methods: Data collection methods were qualitative and involved focus groups. Findings were analysed using thematic analysis. Findings: Several themes and subthemes emerged from the data, including ‘the importance of returnee identity’ and ‘challenges and barriers’. Findings demonstrated different approaches to and influences on returnees' learning journeys. Conclusion: Previous knowledge, skills and experience were often hidden from view and hard to explain although crucial to returnee success.

Music Education’s Hero Collective: More Like the Justice League Than Superman

2017 ◽  
Vol 2 (Volume 2, Issue 2: Winter 2017) ◽  
pp. 88-94
Author(s):  
Clint Randles
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Music Education ◽  
Real World ◽  
Creative Process ◽  
Change Process ◽  
Hero's Journey ◽  
The Real ◽  
K 12

This article is the author’s autoethnographic exploration of change in music education (Randles, 2013, 2015a) as illustrative of a hero collective, a term used here to represent a sociocultural explanation of Campbell’s hero’s journey as outlined in The Hero with a Thousand Faces (2008). The hero collective is a term that is inclusive of all individuals working in the field of music education who would like to see much more diversity in offerings and modes of musicianship represented in the curriculum of primary and secondary (K-12), as well as higher education music. Tensions involved in this pursuit are presented as part of the separation-initiation-return cycle of Campbell’s hero’s journey as expressed specifically by Vogler (2007). The hero collective is proposed to be a more realistic explanation of how to conceptualize the hero’s journey, given the current discourse in the creativity literature around sociocultural as opposed to purely individualized notions of creativity (Sawyer, 2012). The author makes the case, in line with previous work, that curriculum development is a creative process, and that the hero’s journey might be used as one way of conceptualizing what the change process might look like in the real world.

scholarly journals Assessment of the procedures record by professionals of Psychosocial Care Centers

2018 ◽  
Vol 71 (suppl 5) ◽  
pp. 2191-2198
Author(s):  
Nathália dos Santos Silva ◽  
Nayana Cristina Souza Camargo ◽  
Ana Lúcia Queiroz Bezerra
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Qualitative Study ◽  
Focus Groups ◽  
Thematic Analysis ◽  
Psychosocial Care ◽  
The State ◽  
Work Process ◽  
Data Source ◽  
Intervening Factors

ABSTRACT Objective: To verify the use of procedures record tools as data source for monitoring and assessment of Psychosocial Care Centers (CAPS- Centros de Atenção Psicossocial). Method: A descriptive, exploratory qualitative study was carried out in seven CAPS in the state of Goiás. A total of 58 professionals participated, and the data collection was from April to May 2016 through focus groups. The data were submitted to the thematic analysis of content with the aid of the ATLAS.ti 6.2 software. Results: Three thematic categories emerged from the content analysis: Understanding about the record of Psychosocial Care Centers procedures; Management of the record tools of Psychosocial Care Centers procedures; and Intervening factors for recording Psychosocial Care Centers procedures. Final considerations: Investment in the Permanent Education of professionals will be necessary; focusing on the management of the records resulted from the actions developed in the CAPS to qualify the information and the work process of the professionals.

scholarly journals Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths

2020 ◽  
pp. 1-17
Author(s):  
Dawn A. Morley ◽  
Md Golam Jamil
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Real World ◽  
Curriculum Design ◽  
Career Paths ◽  
Longitudinal Development ◽  
The World ◽  
Real World Learning ◽  
Alternative Approaches

Abstract Morley and Jamil critique the changing higher education landscape where metrics, marketisation and challenging employment prospects for graduates put into question traditional modes of higher education ethos and delivery. Theorists identify alternative approaches where learning is focused on greater authenticity, personalisation and longitudinal development. The chapter introduces the emerging concept of ‘real world learning’, which is under-researched within higher education yet shows early potential to address some of the disjunctions between students’ learning and the world of work. An introduction is made to the chapters within the book that follow, written with the intention to illuminate what is real world learning and how it can be applied to curriculum design and pedagogy.

scholarly journals Adapting ‘Tame Your Gut’ for patients with inflammatory bowel disease and co-morbid anxiety and/or depression

2020 ◽  
pp. 135910532094500
Author(s):  
Inna Hanlon ◽  
Catherine Hewitt ◽  
Subhadra Evans ◽  
Jo Taylor ◽  
Christian Selinger ◽  
...  
Keyword(s):  
Inflammatory Bowel Disease ◽  
Qualitative Study ◽  
Focus Groups ◽  
Thematic Analysis ◽  
Bowel Disease ◽  
Health Professionals ◽  
Positive Attitude ◽  
Comorbid Anxiety ◽  
Online Psychotherapy ◽  
Inflammatory Bowel

This qualitative study collected stakeholders’ views on adapting an existing online psychotherapy programme, ‘Tame Your Gut’, to the needs of patients with inflammatory bowel disease (IBD) and comorbid anxiety and/or depression. Adult patients ( n = 13) and health professionals ( n = 12) participated in semi-structured focus groups or interviews, analysed with a thematic analysis. Patients had a generally positive attitude towards ‘Tame Your Gut’, while health professionals saw it as useful for selected patients only. Both groups indicated their preference for clinician-assisted online psychotherapy. ‘Tame Your Gut’ is acceptable to patients and health professionals but only when supported by clinicians.

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