Developing Practice Capability: Transforming Workplace Learning [1 ed.] 9789004366923, 9789004366916

Developing Practice Capability: Transforming Workplace Learning explores a Crucible Model for Professional Development a

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Developing Practice Capability

Higher Education Horizons ඏඈඅඎආൾ 3 Series Editor Joy Higgs Charles Sturt University, Australia Advisory Editorial Board Franziska Trede University of Technology, Sydney, Australia Janice Orrell Flinders University, Australia Narelle Patton Charles Sturt University, Australia

Series Scope This series explores the current volatile context of higher education and examines ways that the higher education sector is responding to and driving these changes. The books in this series tackle challenges facing the sector and question the goals and strategies that researchers, educators and theorists are creating to address these challenges. They explore trends in stakeholder expectations, evolving pedagogies and different horizons existing and emerging in higher education. The authors in this series bring a wealth of academic practice wisdom and experience to examine these issues. They share their practice knowledge, report research into strategies that address these challenges, and raise yet more questions. Through the conversations in this book readers can enter into the debates, visions and experiences of the agents of higher education.

The titles published in this series are listed at brill.com/heho

All chapters in this book have undergone peer review. The Library of Congress Cataloging-in-Publication Data is available online at http://catalog.loc.gov

ISBN: 978-90-04-36691-6 (paperback) ISBN: 978-90-04-36690-9 (hardback) ISBN: 978-90-04-36692-3 (e-book) Copyright 2018 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Brill Hes & De Graaf, %ULOO 1LMKR൵ %ULOO 5RGRSL %ULOO 6HQVH DQG +RWHL 3XEOLVKLQJ All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by Koninklijke Brill NV provided that the appropriate fees are paid directly to The &RS\ULJKW &OHDUDQFH &HQWHU  5RVHZRRG 'ULYH 6XLWH  'DQYHUV 0$  USA. Fees are subject to change. This book is printed on acid-free paper and produced in a sustainable manner.

CONTENTS

Preface

vii

Section 1: Professional Practice and Capability 1.

Professional Practice Narelle Patton and Joy Higgs

2.

Professional Practice Capability Joy Higgs and Narelle Patton

3 15

Section 2: Professional Education Theory and Educational Practice 3.

4.

5.

Practice Communities and Cultures: A Context for Developing Practice Capabilities Joy Higgs

33

Pedagogies for Practice Capability Development in Professional Education Curricula Melanie Walker

45

Using Practice and Workplace Learning Theories to Enhance Clinical Learning Spaces Narelle Patton

61

6.

Taking a Capability Approach to Learning for Life and Work Joy Higgs

69

7.

Practice-Based Education: Setting Quality Agendas Joy Higgs

81

Section 3: A Study of Clinical Education as a Space for Practice Capability Development 8.

Enacting the Study Narelle Patton

97

9.

8VLQJ 9LVXDO 5HSUHVHQWDWLRQV WR (QKDQFH &OLQLFDO :RUNSODFH /HDUQLQJ Narelle Patton

10. Clinical Learning Spaces: Dimensions and Character Narelle Patton

v

 121

CONTENTS

11. A Crucible Model for Understanding Learning in Clinical Workplace Spaces Narelle Patton

135

Section 4: Exploring Workplace Learning and Capability Development 12. ([SORULQJ WKH 5DQJH RI &OLQLFDO /HDUQLQJ 6SDFHV Narelle Patton and Megan Smith



13. 5HIOHFWLYH 6SDFHV 1XUWXULQJ 5HIOHFWLYH 3UDFWLFH GXULQJ :RUNSODFH Learning Narelle Patton and Elizabeth Anne Kinsella

165

14. 5HODWLRQVKLS 6SDFHV WR (QULFK 3UDFWLFH &DSDELOLW\ 'HYHORSPHQW LQ Clinical Workplace Learning Julie Baldry Currens

173

15. Developing Capability for Empathic Practice Narelle Patton and Bruce Newton

183

16. Developing Capability for Ethical Courage in Clinical Workplaces Gail Jensen and Narelle Patton

191

17. Being a Clinical Educator Chris Lindner and Narelle Patton

199

18. The Crucible Model as a Tool for Student Preparation for Clinical Workplace Learning Narelle Patton and Joy Higgs

211

19. The Crucible Model Underpinning Holistic Clinical Educator Professional Development Narelle Patton and Joy Higgs

223

20. Student Wellbeing as a Space to Enhance Clinical Workplace Learning Wendy Bowles and Maree Donna Simpson

235

21. Transformational Learning for Capability in the Workplace Bridget Leahy and Narelle Patton

245

22. Assessing Professional Practice Capabilities Narelle Patton

257

Contributors

271

vi

PREFACE

In this book, our focus is on the development of professional practice capabilities, particularly in workplace contexts. This book builds on the idea of workplace learning spaces being like crucibles in which many human, material and ephemeral factors are brought together through interactive exchanges of purpose and energy. Professional practice is presented as a dynamic and experiential phenomenon that is embedded in practice contexts, embodied in and transformed through individual performances. It is grounded in the ethical aim of doing good for others. From this interpretation of professional practice, we have identified capability as a human phenomenon, a state of being, characterised by readiness, confidence and capacity to act soundly in life and work. Capability for professional practice comprises qualities (e.g. integrity, empathy and ethical courage), judgement and potential to act ethically in uncertain, unfamiliar and dynamic contexts. The term capability highlights the importance of developing individuals ready to act, and, in the case of professional practices, ready to act for the good of others in situations where uncertainty is ever present and humanity is central. A Crucible Model for Professional Development is presented and explored as a means for better understanding professional development and workplace learning as spaces for learning for professional practice. The crucible model contributes significantly to the understanding of professional practice capabilities and the development of those capabilities in clinical education contexts. The power and potential for such learning spaces resembles the power of the apparently simple bowl or crucible. However, when combined with the fire of enthusiasm for learning and teaching, and the rich learning resources and opportunities these settings can provide, the resultant catalytic reactions of professional growth and development can be rewarding and outstanding. Throughout this book, consideration of the Crucible Model for Professional Development generates implications and recommendations for workplace learning and capability development for professional practitioners (both in their disciplinespecific and education practices). The power of the Model to inform holistic development of students and workplace learning educators stems in part from its simultaneous consideration of the capabilities underpinning professional practice and learning. This book is addressed to learners, academics, workplace learning educators and supervisors, and practitioners, along with those with the power to shape the future direction of workplace learning for professional practice. We invite you as readers of this book to consider the themes we have presented to reflect on your own experiences (whether as a workplace learning educator/supervisor, academic educator, student undertaking workplace learning

vii

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or a practitioner seeking to enhance your own capability development) to reimagine workplace learning pedagogy and in this way, harness the potency of workplace learning experiences to develop professional practitioners capable of flourishing in and constructively contributing to 21st century professional practice contexts.

viii

SECTION 1

PROFESSIONAL PRACTICE AND CAPABILITY

NARELLE PATTON AND JOY HIGGS

1. PROFESSIONAL PRACTICE

This book is a journey across professional practice and the capabilities required to flourish within and contribute productively to this arena. In this chapter the focus is on professional practice; it sets the scene by exploring what it means to be a professional practitioner which involves the pursuit and embodiment of professionalism and quality in practice engagement. Professional practice is both the goal and setting for these pursuits, and capabilities, both personal and professional, are the means to achieve these outcomes. Professional practice is presented as a dynamic, multidimensional and experiential phenomenon that is embedded in practice contexts, embodied in and transformed through individual performances, and grounded in the ethical aim of doing good for others. Four key aspects of professional practice are examined, while acknowledging that there may always be other ways to understand it than through these four chosen aspects. The four aspects are: the embodied nature of practice, its moral dimensions, its reflective and critical dimensions, and its contextual nature. This discussion leads into Chapter 2 where many and varied capabilities underpinning professional practice are considered. Practice contexts and individual practitioners’ capabilities coalesce to shape current and future practices. Practice is a fluid space in which professional practices evolve and capabilities emerge and are enhanced. PROFESSIONAL PRACTICE

Practice can be thought of as the enactment of the role of professions or occupational groups in serving or contributing to society. Professional practice is a social phenomenon and as such, it is inherently situated and temporally located in local settings, lifeworlds and systems. However, it is not only a socially-historically constructed phenomenon and artefact of human society, it is also an intense experience of professional practitioners as an embodied, agential and self-realised way of being in the world and a part of the fabric of society’s social practices. The complex abstract and social phenomena of professional practice are manifest through the practices or customary activities of professions (such as ethical conduct, professional decision making, client-practitioner communication, consultation and referral, and interdisciplinary team work) and through the chosen ways individual practitioners implement their professional practices (Higgs, 2016). THE CONTEXTUAL NATURE OF PRACTICE

Practice is always situated. Professional practice is inexplicably interwoven with the context (personal, disciplinary, locational) within which it occurs and must be considered within its context. Practice contexts should be considered an integral © KONINKLIJKE BRILL NV, LEIDEN, 2018 | DOI 10.1163/9789004366923_001

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