Fieldwork teaching and the needs of the health visitor student.

DEAN, Anne. (1981). Fieldwork teaching and the needs of the health visitor student. Masters, Sheffield Hallam University (United Kingdom)..

Preview

PDF (Version of Record) 10701307.pdf - Accepted Version All rights reserved. Download (17MB) | Preview

Abstract

RATIONALE: There is a dearth of systematic evidence concerning perceived role-function and role-performance of ths fieldwork teacher, i.e. the health visitor practitioner responsible for practical education/training of health visitor students during their fieldwork placement. The present study set out; (1) to identify criterial attributes of the role; (2) to ascertain levels of congruence between teacher-perceived and student-perceived needs; (3) to assess the support required for maximal student benefit from the fieldwork placement,NATURE. SCOPE AND METHOD; Descriptive survey technique is used involving random stratified samples of fieldwork teachers (N=101) and of recently qualified health visitors (N=110) drawn from the Trent/Yorkshire RHA catchments and representing 63.5 per cent and 73*8 per cent respectively of relevant regional professional populations as at September 1980. Following unstructured interviews (N=8) and pilot guided interviews (N=10), comparative data was obtained from extended fieldwork teacher/health visitor sub-samples employing guided audiotaped interviews (N=40) and derivative postal questionnaires (N=220). Interview/questionnaire protocols for both professional sub-samples were designed to be complementary, taking informants through areas of discourse centrally relevant to fieldwork teaching and learning, including - inter alia - personal retrospect on health visitor/fieldwork teacher training experiences; planning and executive phases of the fieldwork placement; and related social, pastoral and evaluative issues. CONTRIBUTION TO KNOWLEDGE: The study provides an empirical analysisof fieldwork contexts, developing methodological groundwork for future studies. It provides a criterial vignette of the 'effective' fieldwork teacher: she possesses both knowledge and the ability to'mobilise' her experience; is empathic; displays interest in students and readiness to listen to/discuss with them. There is significant lack of congruence regarding the perceived importance of administrative studies during fieldwork; the relative impact of 'getting results' in home visiting; the stressfulness of academic work; and the availability of experience with 'problematic' situations. Support strategies for fieldwork teachers are recommended, including increased collaboration with nursing officers; structured refresher courses; increased feedback on learning outcomes; and extension of fieldwork teacher support groups.

Item Type:	Thesis (Masters)
Additional Information:	Thesis (M.Phil.)--Sheffield Hallam University (United Kingdom), 1981.
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Hallam Doctoral Theses
Depositing User:	EPrints Services
Date Deposited:	10 Apr 2018 17:23
Last Modified:	26 Apr 2021 12:45
URI:	https://shura.shu.ac.uk/id/eprint/20660

Actions (login required)

View Item

Downloads

Publication Metrics