The creativity of ‘unspecialisation': a contemplative direction for integrative scholarly practice

Within the context of health and social care education, attempts to define 'scholarship' have increasingly transcended traditional academic conceptions of the term. While acknowledging that many applied disciplines call for a kind of 'actionable knowledge' that is also not separate from its ethical dimensions, engagement in the caring professions in particular provides an interesting exemplar that raises questions about the nature and practice of 'actionable knowledge:' how is such knowledge from different domains (the head, hand and heart) integrated and sustained? This paper is theoretical and wishes to outline some philosophical ideas that may be important when considering the characteristics of the kind of scholarship for caring practices that draw on deep resources for creativity and integration. Firstly, there is an attempt to clarify the nature of scholarly practice by drawing on Aristotle's notion of 'phronesis' (practical wisdom). Secondly, a more meditative approach to the integration of knowledge, action and ethics is highlighted. Finally, its implications for scholarship are introduced, in which scholarly integration may best be served by more contemplative ways of being and thinking. Drawing on Heidegger and Gendlin, we consider the challenges of contemplative thinking for pursuing scholarly practice. We articulate contemplative thinking as an unspecialized mode of being that is given to human beings as an intimate source of creativity. The sense in which unspecialization can be cultivated and practiced is discussed

Pursuing both breadth and depth in qualitative research: Illustrated by a study of the Experience of Intimate Caring for a Loved one with Alzheimer's Disease

In this article, the authors explore the methodological and epistemological tensions between breadth and depth with reference to a study into the experience of caring for a loved one with Alzheimer’s disease. They consider the benefits and limitations of each of two phases of the study: a generic qualitative study of narrative breadth and a descriptive phenomenological study of lifeworld depth into selected phenomena. The article concludes with a reflection on the kinds of distinctive knowledge generated by each of these two phases and the benefits of their complementary relationship with one another

The yin/yang of innovative technology enhanced assessment for promoting student learning

While mo re sophisticated and constructively aligned assessment is encouraged to promote higher level learning, it is easier to assess knowledge and comprehension than critical thinking and making judgements (Bryan & Clegg 2006). Managing the logistics and resource s required for assessing large numbers of students challenges the ethos of placing students at the heart of the learning process and helping them take responsibility for their own learning. The introduction of innovative technology enhanced assessment stra tegies contests our understanding of the purposes of assessment and affords opportunities for more integrated and personalised approa ches to learning and assessment across disciplines. This paper will examine the design, implementation and impacts of inno vative assessment strategies forming an integral part of a collaborative lifeworld - led transprofessional curriculum delivered to cohorts of 600 students in health and social work using technology to connect learners to wide - ranging, humanising perspectives on evidence for guiding practice. Innovative assessment technologies included group blogs, multiple choice electronic or computer assisted assessment (CAA), and an audience response system (ARS) affording combinations of assessment for learning and assess ment of learning. We will explore, through analys es of student assessment experie nces and student and staff evaluations, how these innovative assessment approaches contribute to effective and efficient blended education enabling students to enhance their practice through promoting and developing critical thinking and reflection for judgement - based practice (Polkinghorne 2004) . Secondly, we will debate the yin and yang of contrasting and connecting values associated with the controlled, systematic measurem ent and objectivity of multiple choice assessments, compared with the formative, iterative and subjective nature of reflective blog ging. We will consider relationships between teaching and learning strategies and experiences , breadth and depth of knowledge , passive and active approaches to learning, efficiency and effectiveness, individual and group , multiple choice and discursive assessment s , face - to - face and online, on - campus and off - campus learning and assessment experi e nces

Exploring strategies used following a group-based fatigue management programme for people with multiple sclerosis (FACETS) via the Fatigue Management Strategies Questionnaire (FMSQ)

Objectives: To explore cross-sectional patterns of use of fatigue management strategies in people with multiple sclerosis (MS) who had attended a groupbased fatigue management programme, Fatigue: Applying Cognitive behavioural and Energy effectiveness Techniques to lifeStyle ('FACETS'). In a multicentre randomised controlled trial (RCT) the FACETS programme was shown to reduce fatigue severity and improve self-efficacy and quality of life. Design: A questionnaire substudy within a RCT involving the self-completed Fatigue Management Strategies Questionnaire (FMSQ). The FMSQ includes: (1) closed questions about the use and helpfulness of fatigue management strategies taught in FACETS and (2) open items about changes to lifestyle, attitudes or expectations, barriers or difficulties encountered and helpful strategies not covered in FACETS. Participants: All had a clinical diagnosis of MS, significant fatigue, were ambulatory and had attended at least 4 of 6 scheduled FACETS sessions. Methods: Participants (n=72) were posted the FMSQ with a prepaid return envelope 4 months after the end of the FACETS programme. Results: 82% (59/72) of participants returned the FMSQ. The fatigue management strategies most frequently used since attending FACETS were prioritisation (80%), pacing (78%), saying no to others (78%), grading tasks (75%) and challenging unhelpful thoughts (71%). Adding in those participants who were already using the respective strategies prior to FACETS, the three most used strategies at 4 months were prioritisation (55/59), grading (54/59) and pacing (53/58). Free-text comments illustrated the complex interplay between attitudes/expectations, behaviours, emotions and the environment. Issues related to expectations featured strongly in participants' comments. Expectations (from self and others) were both facilitators and barriers to effective fatigue management. Conclusions: Individuals' comments highlighted the complex, multifaceted nature of fatigue management. Revising expectations and a greater acceptance of fatigue were important shifts following the programme. Findings support the relevance of a cognitive behavioural approach for fatigue management. Booster sessions might be a useful addition to the FACETS programme