The Discursive Construction of Collaborative Care

Engeström, Yrjö; Engeström, Ritva; Kerosuo, Hannele

doi:10.1093/applin/24.3.286

Cited by 122 publications

(79 citation statements)

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“…As structured communication, end-of-life conferences are predicated on managing the interests of multiple stakeholders, as the awareness of dying emerges and the circumstances of death are acknowledged, negotiated, and planned around the wishes of individual patients and their families. We denote this emergent, participative, interactive, and ongoing process as 'conferencing' -the visible and analyzable means through which clinicians, patients, and family members, collectively, can envision the future (Engestrom et al 2003) and prepare for it. Notes *…”

Section: Concluding Discussionmentioning

confidence: 99%

Integrating patients' nonmedical status in end-of-life decision making: Structuring communication through 'conferencing'

Sorensen¹,

Iedema²

2006

Communication Medicine

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Section: Concluding Discussionmentioning

confidence: 99%

Integrating patients' nonmedical status in end-of-life decision making: Structuring communication through 'conferencing'

Sorensen¹,

Iedema²

2006

Communication Medicine

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“…We might say that activity-level discourse generates visions, while action-level discourse generates consequential decisions. If the two are kept separate, visions tend to remain daydreams and decisions tend to be reactive rather than proactive (Engeström, 2004a, Engeström, Engeström & Kerosuo, 2003.…”

Section: Toward An Argumentative Grammarmentioning

confidence: 99%

From design experiments to formative interventions

Engeström¹

2016

Studies in Expansive Learning

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Anyone who attempts to skip this problem, to jump over methodology in order to build some special psychological science right away, will inevitably jump over his horse while trying to sit on it. (Vygotsky, 1997a, p. 329) The reputation of educational research is tarnished less by the lack of replicable results than by the lack of any deeper theory that would explain why the thousands of experiments that make up the literature of the field appear to have yielded so little. (Olson, 2004, p. 25) Abstract: The discussion of design experiments has largely ignored the Vygotskian tradition of formative interventions based on the principle of double stimulation. This tradition offers a radical approach to learning reasearch which focuses on the agency of the learners. The principle of double stimulation is used and developed further in the intervention methodology called Change Laboratory, created in the Center for Activity Theory and Developmental Work Research at University of Helsinki. The paper analyzes the Change Laboratory methodology and its potential for generating expansive learning, using data from an intervention conducted in 2006 in the surgical unit of a university hospital in Finland. The analysis demonstrates how the agency of the learning collective developed hand-in-hand with the construction and implementation of a new organization of work by the collective. Such expansive learning goes beyond knowledge construction, resulting in materially anchored new practices.

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“…Similarly, the contrast between old ways of doing things and new needs generates invention and innovation. Contradictions are therefore potentially transformative, allowing the activity to 'expand' as people transform both the object of work and, potentially, their own actions or practices (Blackler and Regan, 2009;Engestrom et al, 2003).…”

Section: Tensions or Contradictionsmentioning

confidence: 99%