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"Kinsella, Elizabeth Anne"
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Phronesis as professional knowledge : practical wisdom in the professions
Phronesis is the Aristotelian notion of practical wisdom. In this collected series, phronesis is explored as an alternate way of considering professional knowledge. In the present context dominated by technical rationalities and instrumentalist approaches, a re-examination of the concept of phronesis offers a fundamental re-visioning of the educational aims in professional schools and continuing professional education programs.
Book
Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis
Though there is no standard model or practice for what decolonizing research methodology looks like, there are ongoing scholarly conversations about theoretical foundations, principal components, and practical applications. However, as qualitative researchers, we think it is important to provide tangible ways to incorporate decolonial learning into our research methodology and overall practice. In this paper, we draw on theories of decolonization and exemplars from the literature to propose four practices that can be used by qualitative researchers: (1) exercising critical reflexivity, (2) reciprocity and respect for self-determination, (3) embracing “Other(ed)” ways of knowing, and (4) embodying a transformative praxis. At this moment of our historical trajectory, it is a moral imperative to embrace decolonizing approaches when working with populations oppressed by colonial legacies.
Journal Article
Phronesis as Professional Knowledge
This book originated from a conversation amongst an interdisciplinary group of scholars from education, health, philosophy, and sociology, who share concerns that something of fundamental importance - of moral significance--is missing from the vision of what it means to be a professional. The contributors consider the ways in which phronesis offers a generative possibility for reconsidering the professional knowledge of practitioners.
eBook
Cross-sector Service Provision in Health and Social Care: An Umbrella Review
Meeting the complex health needs of people often requires interaction among numerous different sectors. No one service can adequately respond to the diverse care needs of consumers. Providers working more effectively together is frequently touted as the solution. Cross-sector service provision is defined as independent, yet interconnected sectors working together to better meet the needs of consumers and improve the quality and effectiveness of service provision. Cross-sector service provision is expected, yet much remains unknown about how it is conceptualised or its impact on health status. This umbrella review aims to clarify the critical attributes that shape cross-sector service provision by presenting the current state of the literature and building on the findings of the 2004 review by Sloper.
Literature related to cross-sector service provision is immense, which poses a challenge for decision makers wishing to make evidence-informed decisions. An umbrella review was conducted to articulate the overall state of cross-sector service provision literature and examine the evidence to allow for the discovery of consistencies and discrepancies across the published knowledge base.
Sixteen reviews met the inclusion criteria. Seven themes emerged: Focusing on the consumer, developing a shared vision of care, leadership involvement, service provision across the boundaries, adequately resourcing the arrangement, developing novel arrangements or aligning with existing relationships, and strengthening connections between sectors. Future research from a cross-organisational, rather than individual provider, perspective is needed to better understand what shapes cross-sector service provision at the boundaries.
Findings aligned closely with the work done by Sloper and raise red flags related to reinventing what is already known. Future researchers should look to explore novel areas rather than looking into areas that have been explored at length. Evaluations of out-comes related to cross-sector service provision are still needed before any claims about effectiveness can be made.
Journal Article
Toward Epistemic Justice: A Critically Reflexive Examination of ‘Sanism’ and Implications for Knowledge Generation
The dominance of medicalized “psy” discourses in the West has marginalized alternative perspectives and analyses of madness, resulting in the under-inclusion (or exclusion) from mainstream discourse of the firsthand experiences and perspectives of those who identify as Mad. We argue that this marginalization of firsthand knowledge(s) demands closer critical scrutiny, particularly through the use of critical reflexivity. This paper draws on Fricker’s concept of epistemic injustice, whereby a person is wronged in his or her capacity as a knower, as a useful framework for interrogating the subjugation of Mad knowledge(s). Also examined is the problem of sanism, a deeply embedded system of discrimination and oppression, as an underlying component of epistemic injustice. Sanism assumes a pathological view of madness, which can be attributed to what Rimke has termed psychocentrism: the notion that pathologies are rooted in the mind and/or body of the individual, rather than the product of social structures, relations, and problems. The paper examines how sanism marginalizes the knowledge(s) of Mad persons and contributes to epistemic injustice, and considers possibilities for advancing social justice using Mad epistemological perspectives
Journal Article
Mobilizing Knowledge in Physiotherapy
Mobilizing Knowledge in Physiotherapy: Critical Reflections on Foundations and Practices is a collection of 15 collaboratively written critical essays by 39 authors from 15 disciplines and seven countries. The book challenges some of the most important contemporary assumptions about physiotherapy knowledge, and makes the case for much more critical theory, practice, and education in physiotherapy health and social care.
The book challenges the kinds of thinking that have traditionally bounded the profession and highlights the ways in which knowledge is now increasingly fluid, complex, and diffuse. The collection engages a range of critical social theories and interdisciplinary perspectives from within and without the profession. It includes sections focusing on evidence, practice, patient perspectives, embodiment, culture, diversity, digital worlds, and research methods. The book makes an important contribution to how we think about mobilizing knowledge, and it speaks to a diverse audience of academics, practitioners, educators, policy-makers, and students - both within physiotherapy and from a range of related health and social care disciplines.
This book will be a useful reference for scholars interested in conceptions of professional knowledge and the theory of professional education and practice in physiotherapy and beyond.
eBook
Virtual reality simulation for facilitating critical reflection and transformative learning: pedagogical, practical, and ethical considerations
There is growing recognition that preparing health professionals to work with complex social issues in the delivery of healthcare requires distinct theoretical and pedagogical approaches. Recent literature highlights the significance of employing simulated environments which aim to immerse learners in the experiences of diverse populations and bridge the gap between academic learning and lived realities across a diverse society. Virtual Reality (VR) is gaining traction as a promising pedagogical approach in this context. VR has been argued to offer distinct advantages over traditional educational methods by allowing learners to see the world through the eyes of diverse populations, and to learn about social injustices while immersed in a mediated environment. It also has practical benefits in its capacity to expose large number of students to these topics with relatively modest resources compared to other approaches. This debate article explores VR as an innovative pedagogical approach for facilitating critical reflection, dialogue and transformative learning about social issues in health professions education (HPE). It examines the potential affordances as well as risks and dangers of integrating VR into educational programs and highlights key pedagogical, practical, and ethical considerations. Emphasis is placed on the importance of these considerations in efforts toward ethical, safe, and respectful use of VR in educational settings. This paper contributes to the ongoing dialogue on VR simulation as an innovative approach to HPE and highlights the importance of creating conditions that maximize its educational benefits and minimize potential harms.
Journal Article
PEARLS debriefing for social justice and equity: integrating health advocacy in simulation-based education
Addressing health inequities in health professions education is essential for preparing healthcare workers to meet the demands of diverse communities. While simulation has become a widely recognized and effective method for providing safe and authentic clinical learning experiences, there has been limited attention towards the power of simulation in preparing health practitioners to work with groups who experience health disparities due to systems of inequality. Balancing technical proficiency with educational approaches that foster critical reflection and inform action oriented towards social accountability is essential. Transformational learning promotes the development of critical consciousness through critical reflection. Debriefing plays a crucial role in fostering learning in this direction by providing a structured opportunity to critically reflect on taken for granted assumptions, examine power and privilege embedded within systems and structures, and empower learners to take action toward changing those conditions. Building on the Promoting Excellence and Reflective Learning in Simulation (PEARLS) Healthcare Debriefing Tool, we propose a PEARLS Debriefing for Social Justice and Equity (DSJE) Tool that specifically directs attention to systems of inequality that contribute to health disparities for vulnerable groups across a range of simulation scenarios. This approach has two aims: (a) to transform debriefings into a critically reflective space by engaging learners in dialogue about social and structural determinants of health that may create or perpetuate inequities and (b) to foster critical reflection on what actions can be taken to improve the health and well-being of identified at risk and vulnerable groups. From this perspective, we can use the adapted PEARLS Tool to incorporate conversations about systems of inequality, equity, diversity, and inclusion (EDI) into our existing educational practices, and make concentrated efforts towards community-driven and socially conscious simulation-based education (SBE).
Journal Article
Hermeneutics and Critical Hermeneutics: Exploring Possibilities within the Art of Interpretation
Hermeneutics has much to offer those interested in qualitative inquiry, and is especially suitable for work of a textual and interpretive nature, yet writings in hermeneutics are frequently viewed as dense and impenetrable, particularly to North American audiences and those unfamiliar with the Continental Philosophical tradition. Drawing on Hans Georg GADAMER, as well as other hermeneutic thinkers, an introductory overview of five characteristics of a hermeneutic approach is offered in this paper. Further, it is suggested that hermeneutics can fruitfully be partnered with a critical approach. In this regard, a critical attitude and a metaxological approach are explored and a conceptualization of critical hermeneutics is proposed. It is suggested that hermeneutics and critical hermeneutics implicitly underpin qualitative inquiry, both of which emphasize the interpretive act of understanding, and a dialogue on this subject is invited. URN: urn:nbn:de:0114-fqs0603190
Journal Article
Canadian Football League Players' Reporting of Concussion Symptoms
Selbstberichte über eine Gehirnerschütterung sind wesentlich für eine angemessene Intervention, unterbleiben sie, kann dies schwerwiegende Folgen haben. In unserer Studie haben wir Faktoren untersucht, die dazu beitrugen, dass Spieler in der Canadian Football League (CFL) von selbst auf Gehirnerschütterungssymptome hinwiesen. Hierzu führten wir teilstrukturierte Interviews mit zehn CFL-Spielern durch; zur Analyse nutzten wir die konstruktivistische Grounded-Theory-Methodologie. In den Ergebnissen wurden komplexe Entscheidungsfíndungsprozesse offensichtlich, an deren Ende die Spieler über ihre Symptome (nicht) informierten. In einer vorläufigen Grounded Theory haben wir in diesem Zusammenhang zwei Stadien identifiziert, zum einen die Vorbereitung vor den Spielen und zum anderen die Bewertung möglicher Folgen. Hinzu kamen drei verwandte Themen: eine Art individuelle Checkliste, der wahrgenommene Druck, an einem Spiel teilzunehmen sowie die Sicherheit über die Symptomatik.
Journal Article