How Professional Education Can Foster Praxis and Critical Praxis: An Example of Changing Practice in Healthcare

Hopwood, N; Blomberg, M; Dahlberg, J; Dahlgren, MA

How Professional Education Can Foster Praxis and Critical Praxis: An Example of Changing Practice in Healthcare

Hopwood, N

Blomberg, M Dahlberg, J Dahlgren, MA

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Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: Vocations and Learning, 2021, pp. 1-22
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.contributor.author	Blomberg, M
dc.contributor.author	Dahlberg, J
dc.contributor.author	Dahlgren, MA
dc.date.accessioned	2021-11-24T07:38:47Z
dc.date.available	2021-11-24T07:38:47Z
dc.date.issued	2021-01-01
dc.identifier.citation	Vocations and Learning, 2021, pp. 1-22
dc.identifier.issn	1874-785X
dc.identifier.issn	1874-7868
dc.identifier.uri	http://hdl.handle.net/10453/151818
dc.description.abstract	Learning is crucial to how professionals enact practices, and to how practices change. Professionals frequently encounter uncertainty regarding what to do, requiring praxis informed by practical wisdom, which takes into account the virtues of practice. Critical praxis takes this further, questioning current norms to reduce untoward effects. A simulation-based education program for healthcare professionals was selected for study due to strong evidence of sustained improvements in handling a rare and challenging birth emergency (shoulder dystocia). Videos of simulations and debrief discussions were analysed in terms of complexes of sayings, doings and relatings. Practitioners learned to respond in agile, collective ways to specific situations, through praxis. An extension to the theory of practice architectures is offered, based on two new concepts. ‘Connective enactments’ involved narration, questioning, and directing actions. These contributed to ‘collective accomplishments’ of fluid role-switching, responsive sequencing and pacing, and producing calm. These new concepts help to theorise how professional education can contribute to practice change by fostering praxis and critical praxis, addressing the architectures that shape practices.
dc.language	en
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	Vocations and Learning
dc.relation.isbasedon	10.1007/s12186-021-09277-1
dc.rights	The final publication is available at Springer via http://dx.doi.org/ 10.1007/s12186-021-09277-1
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	13 Education
dc.title	How Professional Education Can Foster Praxis and Critical Praxis: An Example of Changing Practice in Healthcare
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-09-30T00:00:00+1000Z
dc.date.updated	2021-11-24T07:38:46Z
pubs.publication-status	Published

Abstract:

Learning is crucial to how professionals enact practices, and to how practices change. Professionals frequently encounter uncertainty regarding what to do, requiring praxis informed by practical wisdom, which takes into account the virtues of practice. Critical praxis takes this further, questioning current norms to reduce untoward effects. A simulation-based education program for healthcare professionals was selected for study due to strong evidence of sustained improvements in handling a rare and challenging birth emergency (shoulder dystocia). Videos of simulations and debrief discussions were analysed in terms of complexes of sayings, doings and relatings. Practitioners learned to respond in agile, collective ways to specific situations, through praxis. An extension to the theory of practice architectures is offered, based on two new concepts. ‘Connective enactments’ involved narration, questioning, and directing actions. These contributed to ‘collective accomplishments’ of fluid role-switching, responsive sequencing and pacing, and producing calm. These new concepts help to theorise how professional education can contribute to practice change by fostering praxis and critical praxis, addressing the architectures that shape practices.

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http://hdl.handle.net/10453/151818