Browsing by Person "Robinson, Betty Ann"

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Becoming a person-centred facilitator of learning in a hospital setting: Findings from a participatory action-oriented study with hospital-based educators
(Elsevier, 2024-12-13) Robinson, Betty Ann; McCormack, Brendan; Dickson, Caroline
Aim Investigate the experience of hospital-based educators becoming person-centred facilitators of learning. Background Hospital-based educators working with staff are not well-prepared for their role. No person-centred pedagogical approaches exist specifically for use in hospital settings. Educators are positioned to advance person-centredness in clinical practice. To do so they need knowledge and skills in person-centred approaches. Little is known about how educators transform from teacher-centred approaches to person-centred facilitation. This study investigated how educators learn about and use person-centred principles to acquire educational theory and become person-centred facilitators. Design Participatory, action-oriented research Methods Guided by four person-centred principles blending relational inquiry and practice development, 10 educators participated in group and individual sessions over 18 months. Data were analyzed using relational inquiry and critical creative hermeneutics. Results Becoming person-centred facilitators was enabled through three principles: starting with self, developing community and belonging and bumping against culture and inviting transformation. Participants became person-centred facilitators through intrapersonal, interpersonal and contextual transformations during moments of discovery, reconciliation and action. Competence developed by experiencing and using four methodological principles of taking a relational stance; using active learning to learn in and from practice; being collaborative, inclusive and participatory; and linking creativity with cognition. This model resulted in improved trust, strengthened relationships and more meaningful and robust learning outcomes. Conclusions Hospital-based educators can be enabled to become person-centred facilitators by providing them with person-centred learning opportunities. The four methodological principles, as a model for person-centred education, provided an effective preparation and orientation to educational and person-centred theory.
BECOMING A PERSON-CENTRED FACILITATOR OF LEARNING: A participatory action-oriented inquiry exploring the experience of embodying person-centredness by educators working in hospital settings
(Queen Margaret University, Edinburgh, 2024-05-08) Robinson, Betty Ann
Background: Many educators working in the hospital setting are not well-prepared for their role. They rely on the expert teacher-centred model which is not aligned with nor contributing to developing person-centred cultures. As these educators are positioned to contribute to developing and advancing person-centredness, it is imperative they are enabled to become person-centred in their practice. Little is known about how educators transform from the expert teacher-centred approach to a person-centred facilitation approach. This study investigated how educators become person-centred facilitators. Approach and Methods: With a participatory, action-oriented research design informed by four person-centred methodological principles predicated on practice development and relational inquiry, educators in the hospital setting co-investigated their experience of becoming person-centred facilitators. Collective and individual capacity development activities enabled educators to co-create a pathway to embodying person-centredness. Data was analyzed through five phases of relational inquiry infused critical creative hermeneutics. Findings: A conceptual framework representing becoming person-centred emerged and a Roadmap for Becoming Person-centred was developed. Transformation was guided by three principles, Starting with Self, Developing Community & Belonging, and Bumping Against Culture & Inviting Transformation. Becoming occurred intrapersonally, interpersonally, and contextually through moments of discovery, reconciliation, and action. Findings indicate the four person-centred methodological principles, developed into the RACC Model, are effective in providing educational theory and working in person-centred ways. These principles enable educators to contribute to advancing person-centredness within the realities and complexities of the hospital setting. Conclusions and Implications: Educators working in hospital settings can be enabled to become person-centred facilitators by providing them person-centred learning opportunities and support over time. As pedagogy, the four person-centred methodological principles should be used within orientation programs so educators attain competence in educational theory and person-centredness and use these principles within their own practice. As educators embody being person-centred facilitators, they can contribute to advancing person-centredness.
The Student International Community of Practice: A critical reflection on the shared experience of being a member, using creative hermeneutics
(Foundation of Nursing Studies, 2020-05-13) Sanders, Kate; Marriott-Statham, Kelly; Mackay, Maria; McMillan, Ailsa; Rennie, Karen; Robinson, Betty Ann; Teeling, Sean Paul
Background: The Student International Community of Practice is a global network of more than 30 doctoral candidates affiliated with the Centre for Person-centred Practice Research, at Queen Margaret University, Edinburgh. An ongoing challenge the community faces is its changing and growing membership; as members progress and complete their doctoral studies they leave the group, and as the centre grows new community members (doctoral candidates) join.