Abstract
Abstract
Clinical counsellors are essential for furthering learning and well-being in the clinical educational setting. Therefore the competence of the counsellors becomes essential for the nursing students training in practice. Several studies indicate that the clinical counsellor prefer to be a part of a professional community, that allows them to discuss and develop their competences in tandem with colleagues.
Over a two-year period we researched how it is possible to ensure the continuing development of competences in clinical counsellors. The sample consists of two clinical lecturers, 25 clinical coun-sellors and two theoretical lecturers.
The project is designed within a dialog-based action-research methodology. In this project it is therefore critical to ensure that all the participants work together in co-production. The research was initiated and ended with workshop. During the last workshop the participants discussed and presented the findings.
Four smaller groups were established, each group decided to research different areas.
A common factor for all the groups is that learning occurs though the use of dialog within the community. Through the inclusion of actually occurring settings we experimented, reflected and observed and through this process we created new settings.
The processes within the four groups have been monitored through the use of four different values.
Based on the findings it can be concluded that the action-research learning framework facilitates participation. In this framework new knowledge can be developed and implemented through the use of professional communities. So to answer the question in the headline, counselors should be counseled in a professional counseling community.
Keywords: Counseling, supervisor, clinical learning, clinical education, clinical counselor.
Clinical counsellors are essential for furthering learning and well-being in the clinical educational setting. Therefore the competence of the counsellors becomes essential for the nursing students training in practice. Several studies indicate that the clinical counsellor prefer to be a part of a professional community, that allows them to discuss and develop their competences in tandem with colleagues.
Over a two-year period we researched how it is possible to ensure the continuing development of competences in clinical counsellors. The sample consists of two clinical lecturers, 25 clinical coun-sellors and two theoretical lecturers.
The project is designed within a dialog-based action-research methodology. In this project it is therefore critical to ensure that all the participants work together in co-production. The research was initiated and ended with workshop. During the last workshop the participants discussed and presented the findings.
Four smaller groups were established, each group decided to research different areas.
A common factor for all the groups is that learning occurs though the use of dialog within the community. Through the inclusion of actually occurring settings we experimented, reflected and observed and through this process we created new settings.
The processes within the four groups have been monitored through the use of four different values.
Based on the findings it can be concluded that the action-research learning framework facilitates participation. In this framework new knowledge can be developed and implemented through the use of professional communities. So to answer the question in the headline, counselors should be counseled in a professional counseling community.
Keywords: Counseling, supervisor, clinical learning, clinical education, clinical counselor.
| Originalsprog | Dansk |
|---|---|
| Publikationsdato | 2013 |
| Status | Udgivet - 2013 |
Emneord
- læring
- Vejlederrollen
- aktionsforskning
- feedback
- forventningssamtaler
- klinisk vejledning
- vejledningsmetoder