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Adult Learning Orientations and Action Learning
Abstract
Action Learning is a powerful tool for adult learning. This article demonstrates the relationship between the five major theories of adult learning and the facets of action learning.
... Action learning is a process and program used by a growing number of organizations and individuals around the world to resolve complex problems and challenges as well as develop individual and team skills, knowledge and attitudes (Waddill and Marquardt 2003). First developed by Reginald Revans for coalmine workers in Wales and England in the 1940s (Revans 1982), AL has since been extensively used in leadership and management development programs across the globe (Vaartjes 2005). ...
... The input and interaction of individual members is primordial to AL success. Prior research has shown that learning set composition and dynamics strongly influence individual members' learning experiences (Jones et al. 2014;Waddill and Marquardt 2003). ...
... AL supporters claim that no real meaningful or practical learning occurs until action takes place and is reflected upon. Action learning set members must therefore have the power to take action themselves as opposed to making mere recommendations or proposing ideas (Waddill and Marquardt 2003). Action learning within an organizational context implies learning through engagement with ongoing internal company dynamics. ...
Although training and development is recognized as an important means to nurture corporate entrepreneurs in organizations, extant research has focused primarily on efforts to develop entrepreneurial leaders and nurture business creation in a school or university setting. We report on the findings of an inductive case study of corporate entrepreneurship training in a large multinational corporation. We explore the learning outcomes which participants experienced, and outline how an action learning approach enabled these learning outcomes. Our emergent model of corporate entrepreneurship training is based on an episodic view of training, recognizing that individual, group and situational influences, need to be considered if a more complete understanding of what makes for effective training in this domain is to be developed.
... Action learning is a process and program used by a growing number of organizations and individuals around the world to resolve complex problems and challenges as well as develop individual and team skills, knowledge and attitudes (Waddill and Marquardt 2003). First developed by Reginald Revans for coalmine workers in Wales and England in the 1940s (Revans 1982), AL has since been extensively used in leadership and management development programs across the globe (Vaartjes 2005). ...
... The input and interaction of individual members is primordial to AL success. Prior research has shown that learning set composition and dynamics strongly influence individual members' learning experiences (Jones et al. 2014;Waddill and Marquardt 2003). ...
... AL supporters claim that no real meaningful or practical learning occurs until action takes place and is reflected upon. Action learning set members must therefore have the power to take action themselves as opposed to making mere recommendations or proposing ideas (Waddill and Marquardt 2003). Action learning within an organizational context implies learning through engagement with ongoing internal company dynamics. ...
... Students work in small groups accompanied by a coach, instead of attending traditional lectures. The participants receive input, reflect upon this input and apply it to a specific case (Waddill and Marquardt, 2003). Based on this approach, we focus on the following research question: ...
... Action learning provides a learning environment in which participants target a joint problem together at the same time, a concept that enables learning-by-doing. Action learning combines beliefs from different learning schools such as cognitivist, behaviourist, humanist, social learning and constructivist (Waddill and Marquardt, 2003). These learning schools are reflected in learning components, which are part of different action learning approaches. ...
Purpose
The business engineering (BE) methodology is used to design process-oriented and customer-centred companies in a systematic and holistic way. However, BE demands a high learning effort with regard to the logical flow, instruments and supporting software. The purpose of this paper is to explore which elements of action learning are most useful regarding BE.
Design/methodology/approach
To enable students to learn BE, a graduate-level course based on action learning is designed. Within a one-week schedule, participants are guided through the three phases of BE covering 31 learning elements. A post-test measures the learning experience. Regression analysis identifies elements that lead to high learning performance.
Findings
Results from five courses with 79 students reveal that action learning is useful to obtain declarative and procedural knowledge of BE. Learning elements delivering theoretical input and the use of an exemplary case could be reduced, while more time should be devoted to group work on a self-developed case study.
Research limitations/implications
The paper is based on a specific course design for the topic of BE, which might limit the results’ transferability to other business process management (BPM) teaching areas. However, it provides implications about the decisive elements for learning how to design process-oriented companies.
Practical implications
The results can be used by instructors to design more meaningful courses on BE.
Originality/value
The paper delivers new insights into how issues of BPM should be taught. This area, particularly regarding BE, has received little research attention.
... As Dick (1997) we have questioned whether in fact 'the distinction is worth preserving', and seen value in emphasising instead that both 'are about learning from experience…are cyclic…involve action and reflection on that action…have learning as one of their goals…are intended to improve practice…'. In our most recent teaching materials, we referred to 'action research / learning' (AR/L) in an effort to capture our commitment to action research informed by and aligned with some of the defining principles of action learning, as reflected, for example, in descriptions offered by Spence (1998) (2) and DeWolfe Waddill and Marquardt (2003) (3). This stance reflects the fact that the context in which we are working precludes the development of action learning in its 'full' or Revan's 'gold standard' form (see Willis, 2004), but nevertheless enables us to promote a number of its key principles. ...
... There is no pretence here of a 'set' being established (Spence, 1998;DeWolfe and Marquardt, 2003, see endnotes 2 and 3), nor are specific roles defined for members. Yet, collaboration, support and professional networking have been encouraged and we have had students productively involve departmental colleagues or mentor teachers from schools in discussions directed towards refining project plans, and/or as critical observers, providing feedback (data) on classroom based 'action' in the action research cycle/spiral. ...
This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.
... Az akciótanulás a szervezetek kritikus és komplex problémáinak a megoldására hivatott eszköz, amely a szakmai továbbképzésben, vezetői képességek fejlesztésében, a csapatépítésben és a változásmenedzsmentben (Marquard, 2011), a stratégiai fejlesztésben, a tudásmenedzsmentben és a szervezetfejlesztésben (Waddill & Marquardt, 2003) egyaránt szerepet játszhat. Az akciótanulás fogalma Reginald W. Revanshez köthető, aki a módszert a negyvenes években dolgozta ki szervezeti és vállalkozásfejlesztési célokra (Revans, 1982(Revans, , 1983, és aki magát a kifejezést a hetvenes években használta először (Pedler & Abbott, 2013). ...
... Hal ini disebabkan orang dewasa sedang menghadapi beragam masalah. Mereka mempelajari sesuatu atau belajar oleh sebab untuk menghadapi dan mengatasi masalah hidupnya (Waddill & Marquardt, 2003). Orang dewasa memiliki orientasi belajar untuk memecahkan masalah kehidupan. ...
With the special conditions of adults, teaching them needs to be based on appropriate practical principles. Although not the dominant determinant, educators still need to master it properly to be successful in accompanying adults in learning. Therefore it is necessary to study practical principles for the teacher in teaching adults. Through a literature review, an analysis and synthesis of previous findings has been carried out. At least there are six affective principles that need to be considered, namely recognizing them as adults, paying attention to their experiences, understanding their needs, understanding their goals, strengthening their motivation, appreciating the uniqueness of each individual, and giving roles in the main group. Teachers manage adult study groups keeping in mind their independent, personal and experienced features. If the practical principles of the application will increase the effectiveness of interpersonal relationships that respect each other and a conducive adult learning atmosphere.
... Los métodos y las técnicas didácticas utilizadas en la actividad formativa se pueden reconducir a la metodología educativa denominada "aprender en la acción" (Marquardt, Ceriani, 2009;Marquardt, 2004;Marquardt, Waddill, 2003) cuya finalidad es facilitar el análisis de un problema concreto por parte de grupos de personas y planificar una solución, incluso mediante la simulación de intervenciones en situaciones reales y conectadas con un determinado contexto socio-cultural. Esta es una forma de "aprendizaje basado en problemas" aplicada a los problemas reales y a un nivel no demasiado especialista. ...
Tres son las grandes emergencias que caracterizan el mundo global contemporáneo: el cambio climático, la agricultura, el manejo de los residuos. Cada una de ellas tiene unas características específicas, pero son parte de un mismo problema: el modelo de desarrollo”. Con estas palabras de Vittorio Cogliati Dezza se abre el volumen. Invertir en la creación de capacidades es una de las claves estratégicas para afrontar los retos de un futuro sostenible, tal como consta en la Agenda 2030, que apunta a transformar, mediante una visión a largo plazo, el paradigma de desarrollo dominante. En este marco, el presente volumen pretende ofrecer elementos operativos para abordar el tema del Capacity building y definir el territorio como espacio de conflictos, gobernabilidad, concertación y participación en constante mutación. Así la planificación territorial participativa de mero instrumento técnico en si, se convierte en un espacio de concienciación, apropiación y protagonismo de la población. En estos procesos, la dimensión educativa asume un papel central gracias al cual es posible individuar el valor formativo y el potencial transformador de espacios de participación para solucionar problemas medio-ambientales mejorando así las condiciones sociales y de vida de la población.
... The most effective training programs utilize a combination of approaches to create an integrated program that creates space for workers of various mindsets to learn. Integrated training programs offer opportunities to reflect, think, feel, and act, and are more likely to create enduring change (Waddill & Marquardt, 2003). Effective training usually combines awareness-based activities with skill-building activities. ...
... Los métodos y las técnicas didácticas utilizadas en la actividad formativa se pueden reconducir a la metodología educativa denominada "aprender en la acción" (Marquardt, Ceriani, 2009;Marquardt, 2004;Marquardt, Waddill, 2003) cuya finalidad es facilitar el análisis de un problema concreto por parte de grupos de personas y planificar una solución, incluso mediante la simulación de intervenciones en situaciones reales y conectadas con un determinado contexto socio-cultural. Esta es una forma de "aprendizaje basado en problemas" aplicada a los problemas reales y a un nivel no demasiado especialista. ...
"Invertir en la creación de capacidades es una de las claves estratégicas para afrontar los retos de un futuro sostenible, tal como consta en la Agenda 2030, que apunta a transformar, mediante una visión a largo plazo, el paradigma de desarrollo dominante. En este marco, el presente volumen pretende ofrecer elementos operativos para abordar el tema del Capacity building y definir el territorio como espacio de conflictos, gobernabilidad, concertación y participación en constante mutación. Así la planificación territorial participativa de mero instrumento técnico en si, se convierte en un espacio de concienciación, apropiación y protagonismo de la población. En estos procesos, la dimensión educativa asume un papel central gracias al cual es posible individuar el valor formativo y el potencial transformador de espacios de participación para solucionar problemas medio-ambientales mejorando así las condiciones sociales y de vida de la población."
... The action learning approach was idealized by Professor Reginald Revans during the 1940s (Revans, 2014). According to Waddill and Marquardt (2003), who conducted an extensive review of the theme, the power of action learning is its wide-ranging application to both learning and action. Practitioners and theorists from diverse disciplines, including science, embrace its practical effectiveness. ...
Examples of large-scale restoration programs to recover ecosystem services are now common in many countries, and governments are assuming ambitious forest restoration targets. Given the increasing investment of time, effort, and money in restoration, there is an urgent need to develop monitoring programs to assess restoration effectiveness. Some countries are already conducting monitoring programs, but the effectiveness of the restoration programs remains mostly unknown. Restoration evaluation often entails significant difficulties, such as the lack of harmonized monitoring data and imprecise information available about project goals and implementation. With the intent of contributing to the development of effective and accountable restoration projects, the objective of our work is to create a conceptual model that provides the building blocks of a planning and monitoring system to support forest restoration programs. The aim is to develop a conceptual model that represents forest restoration monitoring processes that effectively attain and measure the desirable outcomes. The São Paulo Forest Restoration Program is the case study that provides variables and processes to illustrate the development of the conceptual model. This paper presents the conceptual model, emphasizing generalizable principles that extend its applicability to similar monitoring programs. Based on action learning principles and recommendations from a comprehensive literature review, the resulting Forest Management Decisions Support System (FMDSS) embeds adaptive management strategies and the existence of an auto-updatable knowledge base. The result is a conceptual model that can be generalizable and applicable beyond the realms of the FMDSS. The restoration of degraded areas in a case with > 40,000 rural properties serves as the case study. Although the planning and the monitoring of the restoration programs differ, the generalizable principles used to develop the conceptual model presented in this paper result in continuous intelligent monitoring processes that transform the systems so that they are adaptable to apparently different situations. Additionally, conceptual models that integrate adaptive planning and monitoring processes, supported by an auto-updatable knowledge base, mitigate the risk of failures, mainly when the comprehensive gathering of well-established references for the initial knowledge base has been conducted well at the outset.
... And finally, an experienced facilitator or coach guides the group members through the learning process, serving as a model for questioning and reflection (Marquardt, 1999;Volz-Peacock et al., 2016). As with PBL, the role of the facilitator depends on the underlying school of thought in which the AL design is grounded (Anderson & Coleman, 2015;Marsick & O'Neil, 1999;Waddill & Marquardt, 2003). ...
Experiential learning methods for leadership development have grown in popularity, but empirical research to support design, implementation, and ongoing evaluation has not kept pace with the demand for these programs. Problem-based learning (PBL) and action learning (AL) are two examples of these interventions used for developing agile practitioners while solving challenges found in the workplace. Addressing the complexity of these approaches, this article presents a framework that integrates PBL and AL design features to facilitate research into these similar interventions for management and leadership development. The PBL and AL literatures are compared to reveal analogous characteristics and to highlight gaps in research. The integrative framework is applied to make recommendations for human resource development practitioners conducting program evaluations.
... The participants receive input, reflect on this input, and apply the input to the case on which they are working [Waddill/Marquardt 2003]. ...
Transforming banks into high-performance organizations is a crucial topic. Hence, many projects are dedicated to raising banks’ operational excellence. However, these projects often face a number of deficits: missing alignment with the corporate strategy, lack of process-based thinking, and blurry links to the bank’s information systems. What is even worse is that the needs of the customers, which should be the starting point, are only rarely taken into account. As a result, the hoped-for transformation becomes just another improvement effort. The potential to restructure the bank in a more innovative way has been relinquished. The root cause is the absence of a methodology that comprises all relevant aspects and is understood and supported by the bank’s management. This paper showcases how the methodological approach of Business Engineering (BE) can help in inventing or reinventing a bank. The consequence of deploying this methodology is not only a process-centered but also a customer-centered organization. Traveling on this journey results in a number of (often surprising) opportunities for innovation. Furthermore, the BE approach forces the bank to challenge and eventually change even its business model.
... Self-directed learning is a concept where a learner should have a goal of being self-directed about their own education (Merriam, 2001). Self-directedness represents an approach where it is parts of the person's development to take control over his/her own learning and it " represents a constructivist viewpoint because an autonomous learner must be able to make his/her own meaning of what he/she learns and not rely on another to do so " (Waddill & Marquardt, 2003, p. 409-410). According to Knowles (1980), self-directed learning is a theory of adult learning where learners are motivated to take personal responsibility for their own learning. ...
This explanatory mixed method research study investigates instructor and student perceptions regarding the factors that enhance or inhibit the self-directedness of American Sign Language (ASL) I students enrolled in institutions of higher education. This methodology was employed to learn from interviews with 10 participants, both students and instructors, as well as 20 students who participated in the Self Directed Learning Readiness Scale (SDLRS) aka the Learning Preference Assessment (LPA) developed by Lucy Guglielmino (1978). The SDLRS survey answered the first research question. As it is shown in research, the interviews clarified the numbers with the personal narratives to support the development of the conclusion of the study. The data collected were videotaped and transcribed by the researcher. A total of three themes emerged from this study to answer the six research questions. The goal of this explanatory mixed method study was to gain more knowledge of what the students in the introductory ASL class perceive their self-direction to be and to identify what works for them in regards to learning strategies. Findings from this study could provide deeper understanding and a rich source of information for the future ASL instructors to help reduce frustration among ASL students.
... After the subject matter expert class component occurred, small groups of four to five participants met with an experienced business mentor. These in-class action learning groups (Revans, 1980; Waddill & Marquardt, 2003) discussed common business problems, received feedback, decided on action, and then reported back on what occurred once action had been taken. The military veterans were spread out amongst these groups to foster diversity and promote higher-level cognitive learning (De Vita, 2001), as well as encourage networking within the community of learners. ...
With veteran unemployment rates in the U.S. higher than civilian rates there has been growing support for assisting military veterans starting businesses. This study compares the impact of a community entrepreneurship training program for civilians and military veterans. Cohort groups (2012-2014) were scored with pre/post surveys in the areas of entrepreneurial self-efficacy and passion as well as networking frequency. Military participants’ passion scores were significantly higher than civilians as were their percentage of actual business launches during and within one year of the program. Findings contribute to the strategy of how entrepreneurship programs can change attitudes and behaviors that influence startup as well as revealed information regarding veterans pursuing entrepreneurship.
... Our coding showed that the majority of studies that we reviewed focused on diversity training based on many instructional methods (N ϭ 83; see Table 2). This is not surprising in light of learning research arguing that multi-instructional training (based on multiple training methods) should be more beneficial (Merriam & Caffarella, 1999;Mezirow, 1985;Oddi, 1983;Piaget, 1966;Vann, 1996;Waddill & Marquardt, 2003). As an example, Juarez et al.'s (2006) study reported a training program that included panel presentations, home visits, book and video discussions, relationship-centered interview training, simulated patient sessions based on case analysis, and other methods. ...
We review and critically examine 178 articles whose authors have investigated numerous aspects of diversity training programs on campuses and in the workplace. We first examine the characteristics of the research, including sample, study method, and theoretical framework. Consistent with the training framework of Baldwin and Ford (1988) and Blume and colleagues (2010), we then organize the articles by the context of training, training design, trainees' characteristics, and training outputs. Although we found a myriad of different forms, shapes, and combinations of diversity training in terms of its design elements, some programs (e.g., integrated training) were relatively rare, yet authors viewed them more positively than other programs (e.g., stand-alone training). We discuss gaps in the literature and provide suggestions for future research on diversity training.
... After the subject matter expert class component occurred, small groups of four to five participants met with an experienced business mentor. These in-class action learning groups (Revans, 1980;Waddill & Marquardt, 2003) discussed common business problems, received feedback, decided on action, and then reported back on what occurred once action had been taken. The military veterans were spread out amongst these groups to foster diversity and promote higher-level cognitive learning (De Vita, 2001), as well as encourage networking within the community of learners. ...
... 1 . Waddill, and Marquardt (2003) conducted a similar exploration of the adult learning theories incorporated in action learning. They found connections among the six critical components of an action learning program (namely, a problem, a group, the reflective inquiry process, action, learning and a learning coach) with five adult learning schools: behaviorist, cognitivist, humanist, social and constructivist. ...
Purpose
– The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.
Design/methodology/approach
– This paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning; scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and action reflection learning are explored. Action learning is first compared to ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared to the characteristics listed for Action Learning by Smith and O'Neil.
Findings
– As a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that while there are action‐learning aspects in some of the ARL based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines.
Originality/value
– This paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.
... Self AwarenessBuilding self-awareness through helping people understand the relation between what they feel, think, and act, and their impact on others, is a crucial step to greater personal and professional competence. : Principles, elements and tools of ARL DeWolfe Waddill, andMarquardt (2003) conducted a similar exploration of the theoretical roots of action learning, exploring specifically what adult learning theories were incorporated in action learning. ...
Purpose
– The purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.
Design/methodology/approach
– This paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning; scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and ARL are explored. Action learning is first compared with ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared with the characteristics listed for action learning by Smith and O'Neil.
Findings
– As a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that, while there are action‐learning aspects in some of the ARL‐based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines.
Originality/value
– This paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.
... Certainly theorising the impacts of action learning has focused strongly on explaining individual learning (e.g. Marquardt and Waddill 2006;Waddill and Marquardt 2003) whilst comparatively little academic attention has been paid to comprehending why and how action learning might be beneficial for enhancing organizational or systemic capability (for exceptions see below). ...
In public services delivery, action learning is increasingly employed in the hope of improving capacity to address complex, multi-casual and ‘wicked’ social issues to improve the lives of citizens. Yet the understanding of how and why action learning might have potential for enhancing organizational or systemic capability rarely goes beyond the notion of peers in adversity tackling problems. Making sense of the impacts of action learning has more commonly focused on explaining individual learning. This paper aims to address that gap. It explores the relationship between individual and organisational in action learning, a connection that is under-explored and insufficiently problematised in the literature. The purpose for using action learning is often presented as a dichotomous choice between benefit for the collective ‘we’ or the individual ‘I’ – either it can be used to enhance organisation capacity and further organisation performance or its purpose is for the benefit of the individual participants. Reflecting on experience of action learning with public service organisations in England, this paper draws on social constructionist notions of organising as patterns of interaction to explore the potential of action learning to impact on organisational development and on psychodynamic and identity ideas to make sense of what is argued is a tension between the ‘we’ and the ‘I’.
In this chapter, Ludwig von Mises’ views are reconsidered comparatively under the light of his book Human Action (1949 [1996]) and his brother Richard von Mises’ book Probability, Statistics and Truth (1928 [1957]). What is the relation between human action and random events? The economic analysis of random events calls forth the study of human action in detail. Does human action precipitate decision making or vice versa? The structure of the chapter will be formed around the center of these kinds of crucial questions. Human action will also be analyzed in connection with artificial intelligence. The interaction of human mind and artificial intelligence are apt to create new forms of production styles and consumption modes in the near future. To explore more on that phenomenon, real world examples will be used with concept of Big Data. Advantages and disadvantages of artificial intelligence for human world will also be discussed.
A translated book from English to Arabic, covering all topics related to the training and development functionز
Pressure injuries (PIs) significantly impact the quality of life of affected patients and continue to be a major financial burden on the healthcare system. Nurses are critical in preventing pressure injuries (Moore & Clarke 2011). Improved patient outcomes in terms of reduced rates of PIs, hospital days, morbidity and financial outputs have been directly related to healthcare workers’ level of knowledge and positive attitudes toward PI prevention (Severens et al 2002). The aim of this study was to investigate Australian Bachelor of Nursing student attitudes and knowledge of PI prevention as part of a national, cross-sectional survey. Findings from the University of Tasmania nursing student cohort were examined, to enable further evolution of an evidence-based curriculum to support PI prevention early. A convenience sample of undergraduate students were invited to participate in this ethics approved study. Under supervision, students (n= 472) completed a previously validated paper-based questionnaire. Descriptive analysis was undertaken using SPSS (Version 22). Findings indicated that whilst Tasmanian
students have positive attitudes towards PI prevention, their knowledge of PI prevention is poor (mean score=55.4%). However, these scores are marginally higher than the knowledge score reported by other researchers using the same tool in Belgium (49.6%) (Beeckman et al 2011) and Italy (51%) (Simonetti et al 2013). These globally low scores indicate preventative care strategies in clinical practice may be undesirably affected. In an effort to improve undergraduate students’ knowledge of PI prevention, an online learning and teaching intervention was embedded into the 2017 first year nursing practice content. The ‘Stop the Pressure’ online learning tool was chosen because a 50% reduction in the incidence of new PIs was reported after introduction to raise awareness of healthcare professionals in eastern England (Banks 2015). The survey was repeated this semester and comparison with previous scores will be useful to evaluate the effectiveness of this intervention and provide direction for further improvement.
References
Banks, S., (2 July, 2015). Our journey towards elimination of avoidable pressure ulcers. Healthcare conferences UK: Eliminating Avoidable Pressure Ulcers, London. Accessed 20/10/2017 https://www.healthcareconferencesuk.co.uk/news/newsfiles/suzanne-banks_1089.pdf
Beeckman, D., Defloor, T., Schoonhoven, L., & Vanderwee, K. (2011). Knowledge and attitudes of nurses on pressure ulcer prevention: A cross-sectional multicenter study in Belgian hospitals. Worldviews on Evidence-Based Nursing, 8(3), 166-176.
Moore, Z., & Clarke, E. (2011). A survey of the provision of education in wound management to undergraduate nursing students. European Wound Management Association Journal, 11(1), pp. 35-38.
Severens, J, Gabraken, J, Duivenvoorden, S, Frederiks, C (2002). The cost of illness of pressure ulcers in TheNetherlands. Advanced Skin Wound Care, 15, 72-77.
Simonetti, V., Comparcini, D., Flacco, M. E., Di Giovanni, P., & Cicolini, G. (2015). Nursing students' knowledge and attitude on pressure ulcer prevention evidence-based guidelines: A multicenter cross sectional study. Nurse Education Today, 35(4), 573-579.
Health literacy is a topic of increasing interest within healthcare environments as low levels of health literacy in populations contribute to poor health outcomes. In 2014, the University of Tasmania participated in a global study, to determine the health
literacy status of health profession students (Dixon 2014). A previously validated online questionnaire (Osborne et al 2013) was completed by 779 undergraduate Faculty of Health Science students. Differences in health literacy of participants with respect to age, language spoken at home, country of birth, stated health issue, level of education attainedby parents and course enrolled in were found. Medical students reported the highest levels of health literacy compared to other cohorts, and whether or not a
student had a stated health issue had a significant effect on their ability to understand, navigate and engage in the healthcare system.The study indicated that certain cohorts of undergraduate Faculty of Health students were ill-equipped to engage with healthcare providers and/or they felt unsupported with the management of their own health. Additionally, some students reported they had gaps in their knowledge of health literacy and/or did not necessarily have the skills to navigate the healthcare system effectively or be able to advocate for optimal healthcare. As future health professionals, it is important to be aware ofand address these deficiencies in health literacy, which are apparent among students within the Faculty. These findings show potential for curriculum innovation and integration of health literacy skills to enable our graduating students to be work
-ready. Supporting health profession students in first year units to develop a foundation level of health literacy prior to engagement in work integrated learning will enhance their active learning experiences. This may be achieved by developing a health literacy resource constructively aligned to their curriculum which can be accessed by all health students. Reviewed curriculum to enhance student learning in healthcare environments is imperative as work-integrated learning is now integral to all Faculty of Health courses.
References
Dixon, R. 2014. Exploring health literacy in tertiary students: an international study.The University of Auckland. Retrieved from https://www.fmhs.auckland.ac.nz/en/faculty/health-literacy-project.html.
Osborne, R.H., Batterham, R.W., Elsworth, G.R., Hawkins, M. & Buchbinder, R.2013. The grounded psychometric development and initial validation of the Health Literacy Questionnaire (HLQ). BMC Public Health,13(1), p.658.
Traditional approaches to teaching in higher education typically fail to prepare students with many of the skills they need to become the knowledge workers employers expect them to be as graduates. Furthermore, successful students expect that the strategies they cultivated during their academic career will transfer to their professional career, only to be disappointed and frustrated when the traditional modes of student learning fail to bring them comparable levels of success. It is the position of this article that those teaching in higher education have an obligation to assist students in developing their knowledge, skills, and abilities, while also cultivating appropriate mindsets that will allow them to discover new approaches to enduring organizational challenges and develop novel solutions to tomorrow's problems. Action learning projects, where students work collaboratively to address a client's real-world organizational challenge through their concurrent learning and application of course content, offer one strategy particularly well suited to help educators fulfill this educational goal. After a brief history of action learning, the six elements of the Marquardt Model are discussed, in terms of both their critical features and the ways in which they support learning innovation. The next section describes the use of action learning cycles as the process by which students engage in the project and develop learning strategies accomplish the client's goal. The final section of the paper describes common constraints that students and instructors engaged in action learning projects encounter.
This is one of six innovative sessions proposed for the AHRD Scholar-Practitioner Track and coordinated by the AHRD Scholar-Practitioner Committee. It examines a suite of novel e-learning design options and how to implement an action-based approach to online learning. Participants have the opportunity to hear about these innovative approaches to HRD practice and examine the potential for it impacting their own organizations. This session introduces unique and innovative approaches to e-learning program design. The focus is on the over-riding experience and how it contributes to learning rather than the detail of threaded discussion, asynchronous/synchronous, or delivery vehicle selection. Commonalities among the approaches and their distinct and unique differentiating characteristics will be examined. The session will introduce examples of situations in which action e-learning and problem-based/project-based learning have been implemented. Participants will then examine their own programs/workplaces for potential application of these approaches.
Campus implementation of experiential education can seem daunting. This chapter shares three case studies of successful implementation at very different types of institutions.
Campus implementation of experiential education can seem daunting. This chapter shares three case studies of successful implementation at very different types of institutions.
Abstract: E-learning design has been researched and best practices determined over the past fifteen years. However, few have articulated strategies for the overall design of a constructivist approach to e-learning for the adult learner. This article describes three action-based, constructivist e-learning strategies that implement leading edge, proven innovative delivery methods. These constructivist learning approaches have been designed for online and blended education environments. The commonalities among the three approaches are described with examples to highlight unique elements and demonstrate application of each strategy. Finally, the article explains why educational institutions and other organizations welcome these innovative, action-based e-learning strategies.
Recent scholarship and the news media have identified a lack of critical thinking and ethical behavior in the business world. These deficiencies have led to faulty decision-making, ineffective planning, and frequent organizational dysfunction. This situation has focused attention on both practitioners in the field of business and on the university programs that educate them. A number of upper-tier universities have begun to address these important issues by exploring ways of revising their Master of Business Administration programs to place greater emphasis on their graduates' ability to think critically and consider ethical implications before and after taking action. The authors propose a potential means of addressing these issues in both the business and academic environments through a synthesis of two well-established models based on the constructs of critical thinking and action learning. This synthesis has the potential to produce symbiotic and synergistic effects that may provide educators and practitioners with a new tool for encouraging critical thinking and ethical behavior. The implications for future research and practice are also discussed.
Campus implementation of experiential education can seem daunting. This chapter shares three case studies of successful implementation at very different types of institutions.
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