Learning from Somaliland? Transferability of learning from volunteering to national health service practice in the UK
| Autor: | Paula Baraitser, Sibylle Herzig van Wees, Helena Jones, Patrick Bogue, Esther Tillson, Shirin Aliabadi, Hannah Franklin, Charlotte McGowan |
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| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Volunteers
Capacity Building Health Personnel education Context (language use) Somali Experiential learning State Medicine 03 medical and health sciences Professional Competence 0302 clinical medicine Nursing Health care Humans Learning 030212 general & internal medicine Sociology Cooperative Behavior Developing Countries business.industry Research Health Policy 05 social sciences Professional development fungi Public Health Environmental and Occupational Health Health services research 050301 education Capacity building Public relations United Kingdom language.human_language General partnership language Djibouti business Delivery of Health Care 0503 education |
| Zdroj: | Tillson, E, van Wees, S H, McGowan, C, Franklin, H, Jones, H, Bogue, P, Aliabadi, S & Baraitser, P 2016, ' Learning from Somaliland? Transferability of learning from volunteering to national health service practice in the UK ', Globalization And Health, vol. 12, no. 1, pp. 9 . https://doi.org/10.1186/s12992-016-0146-z Globalization and Health |
| DOI: | 10.1186/s12992-016-0146-z |
| Popis: | Background Capacity building partnerships between healthcare institutions have the potential to benefit both partners particularly in staff development. Previous research suggests that volunteering can contribute to professional development but there is little evidence on how learning is acquired, the barriers and facilitators to learning in this context or the process of translation of learning to the home environment. Results Volunteers from a healthcare partnership between the UK and Somaliland reported learning in communication, interdisciplinary working, teaching, management, leadership and service development. This learning came from observing familiar practices in unfamiliar environments; alternative solutions to familiar problems; learning about Somali culture; opportunities to assume higher levels of responsibility and new professional relationships. There was variability in the extent of translation to NHS practice. Time and support available for reflection and mentoring were important facilitators of this process. Conclusions The professional development outcomes documented in this study came directly from the experience of volunteering. Experiential learning theory suggests that this requires a complex process of critical reflection and new knowledge generation, testing and translation for use in new contexts. This process benefits from identification of learning as an important element of volunteering and support for reflection and the translation translation of learning to UK contexts. We suggest that missed opportunities for volunteer learning will remain until the volunteering process is overtly framed as part of continuing professional development. |
| Databáze: | OpenAIRE |
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