The value of criticalincident analysis as an educational tool and its relationship to experiential learning

Parker, David L.; Webb, Janet; D'Souza, Bonaventure

doi:10.1016/s0260-6917(95)80029-8

Cited by 48 publications

(25 citation statements)

References 12 publications

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“…Theories of adult learning and communication have guided the use of critical incident analysis in other disciplines (Minghella & Benson, 1995;Parker et al, 1995). In the current discussion, however, we focus primarily on the rationale and structure of Critical Incident Analysis Based Training (CIABT).…”

Section: Multicultural Infusion In Counselor Trainingmentioning

confidence: 99%

Critical Incident Analysis Based Training: An Approach for Developing Active Racial/Cultural Awareness

Collins

Pieterse

2007

Jour of Counseling & Develop

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): fixed goal and process. Noting that the process has been underemphasized, they introduce active racial/cultural awareness as an operationalization of this perspective. Current training approaches are critiqued from this process perspective, and critical incident analysis is discussed as a tool for increasing active racial/cultural awareness. A sample analysis and suggestions for implementation are provided.

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Section: Multicultural Infusion In Counselor Trainingmentioning

confidence: 99%

Critical Incident Analysis Based Training: An Approach for Developing Active Racial/Cultural Awareness

Collins

Pieterse

2007

Jour of Counseling & Develop

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“…Mentors and supervisors can help students to understand their practice and to critically analyse their own behaviour through the writing of reflective diaries (Walker 1994) or through examination of critical incidents (Kottkamp 1990; Parker, Webb & D’Souza 1995). Bulman (1994) provides a framework for practitioners to assess their level of reflection, and this is particularly pertinent to the area of health promotion (see Table 4).…”

Section: Discussionmentioning

confidence: 99%

How do I know it's health promotion? A study of health promotion activities and awareness in student placements

Schickler

James

Smith³

2002

Learn Health Soc Care

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Bridging the gap between the theory and practice of health promotion on student placements is a challenge. Recent policy documents and the National Occupational Standards for professional activity have highlighted the need to provide training for health professionals in this area. This paper draws on a study to investigate students’, lecturers’ and clinical staff's understanding of the practice of, and education for, health promotion, and their perception of how clinical competence is achieved in this domain. Questionnaire findings revealed that students and newly qualified staff displayed a narrow perception of health promotion, despite a wider definition that now pervades theoretical teaching. Students benefited from health promotion sessions in the university and used much of this information to promote their own and their family's health. The use of more open and qualitative techniques (focus groups and semi‐structured interviews) and prompting through amplification of the term health promotion induced students to realize that they were in fact practising a wider definition. Findings indicate that students would welcome the opportunity to extend their health promotion practice. Furthermore, the data suggested that articulation by clinicians of their health promotion practice, together with discussion and reflection, would help students and staff embed knowledge into practice. Visible parts of health promotion, such as advice on smoking cessation, were easier to articulate and put into practice than were the less tangible aspects, such as tackling inequalities. Lack of time and poor staffing levels constrained the ability of supervisors and students to discuss and reflect on health promotion theory and practice. However, opportunities, especially in the community, were more frequently pinpointed as learning experiences compared with the acute sector. Use of the National Occupational Standards was seen as a way to develop curricula, while active mentoring was identified as a means of evaluating and enhancing health promotion activities in the clinical learning environment.

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“…In recent years it has appeared on the curriculum of most certificate, diploma and masters' courses for practitioners of adult learning (Thorpe, 1993). Experiential learning techniques have been successfully applied in several settings including teacher training (Fitzgibbon, 1987), nurse education (Parker, Webb & D'Souza, 1995) and management education (Certo, 1976). There are adequate theoretical and empirical justifications for research into how experiential learning approaches might be developed to meet the needs of day care providers.…”

Section: Discussionmentioning

confidence: 99%

Quality in group and family day care provision: Evaluating self-assessment as an agent of change

Munton

Mooney

Rowland

1997

European Early Childhood Education Research Journal

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This paper describes a study to examine the effectiveness of self-assessment as a method of monitoring, evaluating and enhancing quality of service provision in day care settings. One hundred and nineteen providers of group (centre based) day care and 120 providers of family day care took part. Self-assessment materials, designed to help providers evaluate, monitor and enhance the quality of their provision, were produced. These materials combined the views of stakeholders concerning the nature of quality day care with an extensive review of the day care research literature. Presentation of the material was determined by a social learning theory interpretation of an experiential learning paradigm. Results of the evaluation study suggest that to implement self-assessment procedures effectively, some day care providers may require support from an experienced facilitator or mentor. The implications for developing self-assessment procedures for use by day care providers are discussed. RESUMEDans cet article, nous dtudions l'efficacitd de l'auto-dvaluation comme m~thode de contrOle, d'dvaluation et d'amdlioration de la qualitd du travail r&lisd dans les diffdrents syst~mes de garde. Cent dix neuf personnels de structures collectives (creches) et cent vingt assistantes maternelles ont pris part ?~ cette dtude. Nous avons cr~ un mat&iel d'autodvaluation visant ?t aider les personnes concern~es ?~ dvaluer, contr~ler et amdliorer la qualitd de leur travail. Le mat&iel a dtd con¢u en tenant compte ?~ la fois des opinions des diffdrents personnels impliquds sur ce que signifie la qualitd et de l'analyse de la littdrature scientifique sur ce sujet. La prdsentation du matdriel a ~t~ determin~e ~ l'aide d'une interprdtation de la thdorie de l'apprentissage social. Les rdsultats de cette ~tude sugg~rent que pour appliquer les procddures d'auto-dvatuation de mani~re efficace, l'aide d'un expert ou d'un mentor est quelquefois ndcessaire ?z certains personnels. Les implications pour le ddveloppement de procddures d' auto-dvaluation ?l l'usage des personnels de la petite enfance sont discutdes. ZUSAMMENFASSUNG Prdsentiert wird eine Studie Unterst~itzung eines Mentors ben6tigen, um die Instrumente zur Selbstevaluation erfolgreich einzusetzen, Konsequenzen fiir die Entwicklung von Methoden zur Selbstevaluation in Tageseinerichtungen werden diskutiert. RES UMENEn este articulo se describe una investigaci6n que estudia la eficacia de la autoevaluaci6n como mdtodo de seguimiento, valoraci6n y mejora de la calidad de los servicios ofrecidos en todos los tipos de jardin de infancia. En este estudio participaron 119 experiencias educativas desarrolladas en centros diurnos y 120 en las que participaba la familia. Se crearon materiales de auto-evaluaci6n con el objetivo de ayudar a los educadores a valorar y mejorar la calidad de sus servicios. Estos materiales reunian, por un lado, las opiniones de las personas implicadas sobre los fundamentos de una atenci6n infantil de calidad y, por otro, inclufan un amplio andlisis sobre las investigaci...

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The value of criticalincident analysis as an educational tool and its relationship to experiential learning

Cited by 48 publications

References 12 publications

Critical Incident Analysis Based Training: An Approach for Developing Active Racial/Cultural Awareness

Critical Incident Analysis Based Training: An Approach for Developing Active Racial/Cultural Awareness

How do I know it's health promotion? A study of health promotion activities and awareness in student placements

Quality in group and family day care provision: Evaluating self-assessment as an agent of change

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