The aim of this dissertation was to investigate conditions that may affect students’ reflective learning specifically in small groups and professional practice. Conclusion.Small groups are beneficial for reflective learning for which teachers need specific competencies. Teachers need to be trained in facilitating students’ reflective learning. To further develop the reflective competence of students during clinical practice it is important to discuss unprofessional situations in small groups. Students should learn to check the validity of excuses for not responding. Clinical supervisors play an important role in this process.Dissertation for the University of Groningen, the Netherlands, with references and summary in Dutch. The study presented in this thesis was carried out at the Graduate School for Health Research (SHARE) of the University of Groningen, within the program of Research in medical Education (RME) and at the Research and Innovation Group in Health Care and Nursing of the Hanze University of Applied Sciences Groningen, the Netherlands
DOCUMENT
Social work is a profession that is very much part of and contributes to an ever changing and evolving society. It is therefore essential that social work is able to respond to the diverse and dynamic demands that it may encounter in that society and in the future. The critique of social work is, however, present and growing. The profession can no longer deny or ignore the need to legitimize its value and effectiveness. In this article, a research project – entitled Procivi – aimed at developing a method of legitimizing social work is presented. The method developed in Procivi proposes a way of legitimizing social work through the development of reflective professionals. The method teaches professionals to take a research frame of mind towards their own practice and helps them develop a vocabulary to describe their work to different audiences. The paper discusses whether and how this method forms a viable way of legitimizing social work and as such could be an alternative for the growing demand for social work based on scientific evidence (evidencebased practice, EBP).
MULTIFILE
Chronic pain rehabilitation programs are aimed at helping patients to increase their functioning despite being in pain, thereby improving their quality of life. However, conversations between patients and practitioners about how the patient could deal with his/her pain and pain-related disabilities in a different way can be interactionally challenging. This study adopts a discursive psychological perspective to explore how pain-related disability is negotiated by patients and practitioners during consultations. The analysis shows that pain-related disability is treated by both patients and practitioners as negotiable rather than a fixed reality. Moreover, it shows that patients’ and practitioners’ negotiations of disability are subject to issues of agency, accountability, and blame, and it provides insight into the interactional dilemmas that are at stake, both for patients and practitioners. Revalidatieprogramma’s voor patiënten met chronische pijn zijn gericht op het verbeteren van het functioneren ondanks de pijn, waardoor kwaliteit van leven wordt bevorderd. Conversaties tussen patiënten en behandelaars over de manier waarop de patiënt kan omgaan met de pijn en gerelateerde beperkingen kunnen interactionele uitdagingen met zich meebrengen. Dit hoofdstuk verkent vanuit discursief-psychologisch perspectief hoe beperkingen worden onderhandeld door patiënten en behandelaars in consulten. De analyse toont aan dat de beperkingen worden behandeld als onderhandelbaar in plaats van als een onveranderbare werkelijkheid. Bovendien toont de analyse dat in deze onderhandelingen bepaalde issues relevant worden gemaakt, zoals ‘agency’, verantwoordelijkheid en schuld. Inzicht wordt geboden in de interactionele dilemma’s die op het spel staan voor zowel patiënten als behandelaars.
DOCUMENT
