A model is proposed for supporting reflexivity in qualitative health research, informed by arguments from Bourdieu and Finlay. Bourdieu refers to mastering the subjective relation to the object at three levels-the overall social space, the field of specialists, and the scholastic universe. The model overlays Bourdieu's levels of objectivation with Finlay's three stages of research (pre-research, data collection, and data analysis). The intersections of these two ways of considering reflexivity, displayed as cells of a matrix, pose questions and offer prompts to productively challenge health researchers' reflexivity. Portraiture is used to show how these challenges and prompts can facilitate such reflexivity, as illustrated in a research project.
IntroductionThe literature emphasises the vital importance of interprofessional communication during clinical handover as being paramount to patient safety. At Charles Sturt University we explored how simulation can be employed in an interprofessional education (IPE) exercise exposing paramedic and nursing students to a high-pressure emergency department wherein they must engage in patient handover.MethodsOver a 4-day period in April 2012, 200 paramedic and nursing students participated in an intensive simulation exercise where they practised interprofessional communication. The project team subsequently debriefed all student and staff members to gain insight through the participants’ experiences.ResultsOur results demonstrated that students become more comfortable interacting and communicating with other team members during scenarios. In addition to experiencing first hand that IPE is an effective tool for developing communication skills, we determined that this could be successfully facilitated in a large-scale simulated IPE to help students develop a shared understanding between disciplines.ConclusionAcademics can work horizontally across disciplines to employ IPE in simulation as an educational tool to teach vital communication skills; and with paramedicine now being taught alongside nursing in tertiary centres, universities are well positioned to support collaborative interprofessional practice and communication.
The relationship between a patient's illness and psychiatric disturbance in the spouse is a matter of importance and increasing interest (Penrose, 1944; Slater and Woodside, 1951; Gregory, 1959; Ryle and Hamilton, 1962). Explanations based on environmental conditions (Pond, Ryle and Hamilton, 1963), genetic factors (Coppen, Cowie and Slater, 1965) and assortative mating mechanisms (Kreitman, 1962; Nielsen, 1964) have been found to be inadequate and research has come to focus on the nature of the marital interaction itself (Kreitman, 1964).
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