Search

Your search keyword '"Bluteau, Patricia A."' showing total 10 results
Start Over Author "Bluteau, Patricia A." Publication Year Range Last 10 years
10 results on '"Bluteau, Patricia A."'

1. Call of interprofessional duty: an ethnographically informed discussion on preparing students to be digitally resilient

Author

Bluteau, Joshua M. and Bluteau, Patricia A.

Subjects
Health Personnel, Pneumonia, Viral, Context (language use), Digital anthropology, State Medicine, 03 medical and health sciences, 0302 clinical medicine, Situated, Humans, Social media, 030212 general & internal medicine, Sociology, Medical anthropology, Pandemics, Reciprocity (cultural anthropology), 030504 nursing, business.industry, COVID-19, Social Support, General Medicine, Resilience, Psychological, Interprofessional education, Public relations, United Kingdom, Variety (cybernetics), Coronavirus Infections, 0305 other medical science, business, Social Media
Abstract

What role does social media play for interprofessional education in a pandemic? This is the first pandemic to occur in a world filled with social media, where digital communication is ubiquitous and a high percentage of those affected are digitally literate. This paper situated within a United Kingdom (UK) context explores this new phenomenon, discussing the ways in which digital gift giving toward health and social care professionals has developed on a variety of social media platforms. This discussion proposes a theoretical understanding of digital gift giving and raises the importance of digital resilience for interprofessional learning and working. Reflections are made on the expected and imagined reciprocity of digital gift giving and the talismanic nature of employing symbols digitally to ward off COVID-19. This paper employs an ethnographic lens to unpack the issue of digital gift giving and recommends preparing students for the onslaught of digital gifts they may be exposed to upon entering the workplace. Academics are called on as the mediators of these recommendations, and suggestions are made as to how students can be best prepared for a digitally saturated interprofessional practice.

Published
2020
Full Text
View/download PDF

2. Interprofessional Working in Practice -- Avoiding a Theory-Practice Gap.

Author

Jackson, Ann, Bluteau, Patricia, and Furlong, Janet

Subjects
MEDICAL personnel, INTERPROFESSIONAL education, MEDICAL care, THEORY-practice relationship
Abstract

This paper aims to encourage and promote further discussion around the theme of the theory and practice gap in the teaching and practice of interprofessional education (IPE) in pre-registration health and social care. Following a brief history of IPE, we consider the importance of providing students with supported opportunities to observe, learn and put into practice IPE. We also highlight the necessity of involving practitioners in creating health professionals who are 'fit for purpose' at qualification. [ABSTRACT FROM AUTHOR]

Published
2023
Full Text
View/download PDF

5. Education for integrated working: A qualitative research study exploring and contextualizing how practitioners learn in practice.

Author

Clouder, Lynn, Bluteau, Patricia, Jackson, Judith Ann, Adefila, Arinola, and Furlong, Jan

Subjects
*EDUCATION of physicians, *RESEARCH methodology, *SYSTEMS theory, *ECOLOGICAL research, *INTERVIEWING, *QUALITATIVE research, *COST effectiveness, *EXPERIENTIAL learning, *INTERDISCIPLINARY education, *THEMATIC analysis, *PERSONNEL management
Abstract

Integrated working can be a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study. [ABSTRACT FROM AUTHOR]

Published
2022
Full Text
View/download PDF

6. A Reflection On: Interprofessional Working in Practice -- Avoiding the Theory-Practice Gap.

Author

Bluteau, Patricia, Jackson, Ann, and Furlong, Janet

Subjects
INTERPROFESSIONAL education, TEACHER development, COUNSELING in higher education
Abstract

The article titled "A Reflection On: Interprofessional Working in Practice -- Avoiding the Theory-Practice Gap" reflects on the concept of interprofessional working in the health and social care sector. It discusses the importance of integrating interprofessional education (IPE) into curricula to develop professionals who are prepared for collaborative practice. The article also highlights the role of organizations like the Centre for the Advancement of Interprofessional Education (CAIPE) in providing guidance and support for curriculum development. It emphasizes the need to address the theory-practice gap to improve the quality of patient care. The article acknowledges the progress made in IPE, particularly in terms of simulation and safe practice opportunities for students. It also mentions the impact of the COVID-19 crisis on collaborative working and emphasizes the importance of continuous learning and striving for a world where collaborative working is the norm. [Extracted from the article]

Published
2023
Full Text
View/download PDF

10. myShoes: An Immersive Simulation of Dementia.

Author

Ball, Steven, Bluteau, Patricia, Clouder, Lynn, Adefila, Arinola, and Graham, Sean

Subjects
VIRTUAL reality & psychology, VIRTUAL reality -- Social aspects, SIMULATION software, EXPERIENTIAL learning, DEMENTIA, COMPUTERS in education
Abstract

This paper presents preliminary findings from an immersive simulation of dementia. The myShoes project aims to promote health care professionals' affective empathy for people with dementia through exposure to an embodied experience. Simulation provides a safe and feasible means of exposing students to defined situations. However, immersive technologies go a step further by providing an embodied experience through which students can feel what it is like to be on the receiving end of care; in the patient's shoes. Simulated activities can trigger emotions, such as confusion and frustration caused by the inability to complete simple tasks, process sensory information or do certain tasks repeatedly. Coupling age related visual and auditory overlay filters with misdirection, misperception, object switching and sleight of hand, along with other techniques, can offer an experience not easily accomplished through standard role play. The project involved the development, testing and piloting of a prototype simulation using an Oculus Rift virtual reality headset. Three learning technologists worked closely with a specialist team consisting of a dementia care expert, a clinical psychologist, a mental health nurse, a physiotherapist and an educational researcher to develop an authentic experience using popular game development tools, including Unity, Blender and 3D assets. The 'think aloud technique' was used to gain feedback from a multi-professional cohort of student health and social care professionals during the user testing and pilot phases of the project. Pre and post-simulation questionnaires were administered to establish personality/emotional resilience and responses to the activities. Findings suggest that the project has been successful in simulating a range of aspects of dementia with which students can identify and its applicability in and beyond pre-registration training is being explored. [ABSTRACT FROM AUTHOR]

Published
2015

Catalog

Books, media, physical & digital resources
See catalog results