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Enhancing practice teachers’ knowledge and skills using collaborative action learning sets
Haydock, Deborah Evers, Jean
Haydock, Deborah
Evers, Jean
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2014-06-23
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Abstract
This research project was designed to enhance
the critical thinking and problem-solving skills
of practice teachers (PTs) and promote role
modelling to specialist community public health
nursing (SCPHN) students. This paper explores
the impact of action learning sets (ALS) on
the trainee PT role and associated students
and stakeholders. Pre- and post-intervention
surveys were completed by eight trainee PTs
and three focus groups were held consisting of
trainee PTs, practice education facilitators and
students. Three focus groups for the trainee
PTs, practice education facilitators and allocated
students were held. Findings are presented in
relation to three themes: knowledge, skills and
role modelling in practice; dedicated practice
teacher development; and ALS in practice.
Data analysis demonstrated that the PTs valued
the dedicated module and ALS enhanced
their knowledge and skills. These skills were
role modelled to students to guide reflection
and knowledge acquisition. All participants
intended to develop ALS as part of continued
professional development. The paper concludes
with recommendations to improve the
educational development of both trainee and
experienced PTs through the integration of ALS
as part of PT development.
Citation
Haydock, D., & Evers, J. (2014). Enhancing practice teachers’ knowledge and skills using collaborative action learning sets. Community Practitioner, 87(6), 20-24.
Publisher
Media-Shed
Journal
Community Practitioner
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Article
Language
en
Description
This research project was designed to enhance
the critical thinking and problem-solving skills
of practice teachers (PTs) and promote role
modelling to specialist community public health
nursing (SCPHN) students. This paper explores
the impact of action learning sets (ALS) on
the trainee PT role and associated students
and stakeholders. Pre- and post-intervention
surveys were completed by eight trainee PTs
and three focus groups were held consisting of
trainee PTs, practice education facilitators and
students. Three focus groups for the trainee
PTs, practice education facilitators and allocated
students were held. Findings are presented in
relation to three themes: knowledge, skills and
role modelling in practice; dedicated practice
teacher development; and ALS in practice.
Data analysis demonstrated that the PTs valued
the dedicated module and ALS enhanced
their knowledge and skills. These skills were
role modelled to students to guide reflection
and knowledge acquisition. All participants
intended to develop ALS as part of continued
professional development. The paper concludes
with recommendations to improve the
educational development of both trainee and
experienced PTs through the integration of ALS
as part of PT development.
Series/Report no.
ISSN
1462-2815