bring learning into action

Clicks: 296
ID: 188091
2018
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Abstract
Context: This critical reflection is about the positive effects for educational and research settings of participation in a two-day programme entitled ‘Using participatory action research and appreciative inquiry to research healthcare practice’. Aims: To reflect on the journey of positive developments in research and education that started with participation in this programme. Using Caring Conversations (Dewar, 2011) as a reflective framework of questions, this article discusses the journey in order to encourage others to consider the approach of appreciative inquiry to bring to life the concept of co-creation in research and education. Conclusions and implications for practice: Participation in this programme has led to the implementation of a variety of actions in educational and research settings. Central to all these actions is an appreciative approach to co-creation as a counterpart to today’s prevailing problem-based viewpoint. A possible factor behind these developments was the power of vulnerability experienced during the programme, a shared process of transformational learning. Implications for practice: This critical reflection: Provides an invitation to shift from a problem-based focus to a positive revolution Provides an appreciative reflective story about the power of vulnerability as an inspiration for others to move out of their comfort zone and seek to discover their own exceptionality Supports a shift from a facilitator-led to a co-creation approach in doing research and teaching with older adults
Reference Key
berg2018internationalbring Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Annemieke van den Berg;Belinda Dewar;Carolien Smits
Journal the scientific world journal
Year 2018
DOI
https://doi.org/10.19043/ipdj81.011
URL
https://www.fons.org/library/journal/volume8-issue1/article11
Keywords
appreciative inquiry practice development co-creation transformational learning theorymedicine

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