Developing new pedagogies for lifeworld-led humanising care

Authors: Hutchings, M. and Quinney, A.

Start date: 18 March 2015

Aim In this paper we will consider the challenges of developing new pedagogies for lifeworld-led humanising education in a transprofessional undergraduate curriculum. We will consider the relationships between curriculum content, facilitation and assessment approaches for developing learner-focused engagement with lifeworld-led evidence for humanising care.

Method A model of life-world led education, using the dimensions of the head, hand and heart, has been developed at Bournemouth University, informed by the seminal work of Galvin and Todres (2013). Using a scaffolded and blended learning approach, students are introduced to these three dimensions to facilitate the development of empathic imagination and research awareness towards an appreciation of judgement-based practice. Arts and humanities materials focus on first person accounts, together with research papers and policy documents form the core curriculum to create the learning space for developing research awareness in association with empathic imagination. Transprofessional themes are explored through engaging in interprofessional learning opportunities to identify the commonalities of embodying humanising values over appreciating the differences between professions, when providing humanising care. Learning experiences are co-created through scaffolded spaces for group work and collaborative working in group blogs, promoting learning and assessment strategies that are iterative, and multi-layered.

Results Students participate in in-depth curriculum evaluation, which we will use to illustrate their responses to this life-world led pedagogy for humanising care. The underpinning blended learning approaches, assessment strategies, and change management themes have been considered elsewhere (Pulman et al 2012, Hutchings et al 2013, Hutchings, Quinney and Galvin 2014).

Conclusion Pedagogies for humanising care require new approaches to curriculum content and facilitation, that enable concepts such as ‘use of self’, ‘trusting the process’ and ‘tapping into the empathic imagination’ to be foregrounded. Realising this learner-focused engagement with lifeworld-led evidence promotes a more holistic, connected and integrated approach to education for humanising care

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