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Conference Paper/Proceeding/Abstract 479 views

Putting the human first: challenging the student-centred approach to work and learning on the covid frontline

Rebecca Pratchett Orcid Logo, Sara Galletly

Imagining Radical Inclusivity in Work & Learning,

Swansea University Authors: Rebecca Pratchett Orcid Logo, Sara Galletly

Abstract

At Swansea University, we provide part-time work-based learning programmes to registered healthcare professionals with at least 2 years' experience in healthcare. At the outset of the pandemic, our learners were thrown onto the frontline of the biggest public health crisis of the modern era. Ma...

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Published in: Imagining Radical Inclusivity in Work & Learning,
Published: 2022
URI: https://cronfa.swan.ac.uk/Record/cronfa60098
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first_indexed 2022-05-27T14:38:00Z
last_indexed 2022-06-25T03:16:58Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-06-24T12:18:25.6320126</datestamp><bib-version>v2</bib-version><id>60098</id><entry>2022-05-27</entry><title>Putting the human first: challenging the student-centred approach to work and learning on the covid frontline</title><swanseaauthors><author><sid>8d1fab46d7c0208117b583a91342a6a6</sid><ORCID>0000-0002-4933-7603</ORCID><firstname>Rebecca</firstname><surname>Pratchett</surname><name>Rebecca Pratchett</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>8f46069ef1fc91520dadb5a04925e62b</sid><firstname>Sara</firstname><surname>Galletly</surname><name>Sara Galletly</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-05-27</date><deptcode>HNU</deptcode><abstract>At Swansea University, we provide part-time work-based learning programmes to registered healthcare professionals with at least 2 years' experience in healthcare. At the outset of the pandemic, our learners were thrown onto the frontline of the biggest public health crisis of the modern era. Many were redeployed to new roles, trained to manage critically ill patients, and manage new teams in new workplace settings. All the while, their wellbeing suffered as they worked long hours in covid-positive environments, living in fear of carrying the virus home to their family. Annual and study leave were cancelled across NHS Wales. To summarise, they had every reason to quit their studies and so we waited for the suspension requests to come in. Yet, the opposite happened. Far from being disposable, their studies became a lifeline. Supervision meetings became their only opportunity to decompress outside of the workplace. It became a sanctuary, a space to reflect on their &#x2018;unprecedented&#x2019; situation and for personal and professional growth. As a result, our approach changed, adapting to the evolving needs of our learners. Within this talk we will critically reflect on our new approach, reviewing the ways in which our practice changed to provide a more inclusive learning environment for our learners on the covid frontline. We will outline the new humanistic approach we adopted and discuss how compassionate leadership played a key role in supporting both our learners and one another. We will discuss the role of both structure and flexibility in inclusive practice when considering how we can best support part-time learners. Finally, we will reflect on our own journey as a team, how our approach to facilitating learning has developed, and how we progress going forward with the human at the centre of everything we do.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>Imagining Radical Inclusivity in Work &amp; Learning,</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords/><publishedDay>27</publishedDay><publishedMonth>5</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-05-27</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Nursing</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HNU</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2022-06-24T12:18:25.6320126</lastEdited><Created>2022-05-27T15:34:07.5325982</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">School of Health and Social Care - Nursing</level></path><authors><author><firstname>Rebecca</firstname><surname>Pratchett</surname><orcid>0000-0002-4933-7603</orcid><order>1</order></author><author><firstname>Sara</firstname><surname>Galletly</surname><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2022-06-24T12:18:25.6320126 v2 60098 2022-05-27 Putting the human first: challenging the student-centred approach to work and learning on the covid frontline 8d1fab46d7c0208117b583a91342a6a6 0000-0002-4933-7603 Rebecca Pratchett Rebecca Pratchett true false 8f46069ef1fc91520dadb5a04925e62b Sara Galletly Sara Galletly true false 2022-05-27 HNU At Swansea University, we provide part-time work-based learning programmes to registered healthcare professionals with at least 2 years' experience in healthcare. At the outset of the pandemic, our learners were thrown onto the frontline of the biggest public health crisis of the modern era. Many were redeployed to new roles, trained to manage critically ill patients, and manage new teams in new workplace settings. All the while, their wellbeing suffered as they worked long hours in covid-positive environments, living in fear of carrying the virus home to their family. Annual and study leave were cancelled across NHS Wales. To summarise, they had every reason to quit their studies and so we waited for the suspension requests to come in. Yet, the opposite happened. Far from being disposable, their studies became a lifeline. Supervision meetings became their only opportunity to decompress outside of the workplace. It became a sanctuary, a space to reflect on their ‘unprecedented’ situation and for personal and professional growth. As a result, our approach changed, adapting to the evolving needs of our learners. Within this talk we will critically reflect on our new approach, reviewing the ways in which our practice changed to provide a more inclusive learning environment for our learners on the covid frontline. We will outline the new humanistic approach we adopted and discuss how compassionate leadership played a key role in supporting both our learners and one another. We will discuss the role of both structure and flexibility in inclusive practice when considering how we can best support part-time learners. Finally, we will reflect on our own journey as a team, how our approach to facilitating learning has developed, and how we progress going forward with the human at the centre of everything we do. Conference Paper/Proceeding/Abstract Imagining Radical Inclusivity in Work & Learning, 27 5 2022 2022-05-27 COLLEGE NANME Nursing COLLEGE CODE HNU Swansea University 2022-06-24T12:18:25.6320126 2022-05-27T15:34:07.5325982 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing Rebecca Pratchett 0000-0002-4933-7603 1 Sara Galletly 2
title Putting the human first: challenging the student-centred approach to work and learning on the covid frontline
spellingShingle Putting the human first: challenging the student-centred approach to work and learning on the covid frontline
Rebecca Pratchett
Sara Galletly
title_short Putting the human first: challenging the student-centred approach to work and learning on the covid frontline
title_full Putting the human first: challenging the student-centred approach to work and learning on the covid frontline
title_fullStr Putting the human first: challenging the student-centred approach to work and learning on the covid frontline
title_full_unstemmed Putting the human first: challenging the student-centred approach to work and learning on the covid frontline
title_sort Putting the human first: challenging the student-centred approach to work and learning on the covid frontline
author_id_str_mv 8d1fab46d7c0208117b583a91342a6a6
8f46069ef1fc91520dadb5a04925e62b
author_id_fullname_str_mv 8d1fab46d7c0208117b583a91342a6a6_***_Rebecca Pratchett
8f46069ef1fc91520dadb5a04925e62b_***_Sara Galletly
author Rebecca Pratchett
Sara Galletly
author2 Rebecca Pratchett
Sara Galletly
format Conference Paper/Proceeding/Abstract
container_title Imagining Radical Inclusivity in Work & Learning,
publishDate 2022
institution Swansea University
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing
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description At Swansea University, we provide part-time work-based learning programmes to registered healthcare professionals with at least 2 years' experience in healthcare. At the outset of the pandemic, our learners were thrown onto the frontline of the biggest public health crisis of the modern era. Many were redeployed to new roles, trained to manage critically ill patients, and manage new teams in new workplace settings. All the while, their wellbeing suffered as they worked long hours in covid-positive environments, living in fear of carrying the virus home to their family. Annual and study leave were cancelled across NHS Wales. To summarise, they had every reason to quit their studies and so we waited for the suspension requests to come in. Yet, the opposite happened. Far from being disposable, their studies became a lifeline. Supervision meetings became their only opportunity to decompress outside of the workplace. It became a sanctuary, a space to reflect on their ‘unprecedented’ situation and for personal and professional growth. As a result, our approach changed, adapting to the evolving needs of our learners. Within this talk we will critically reflect on our new approach, reviewing the ways in which our practice changed to provide a more inclusive learning environment for our learners on the covid frontline. We will outline the new humanistic approach we adopted and discuss how compassionate leadership played a key role in supporting both our learners and one another. We will discuss the role of both structure and flexibility in inclusive practice when considering how we can best support part-time learners. Finally, we will reflect on our own journey as a team, how our approach to facilitating learning has developed, and how we progress going forward with the human at the centre of everything we do.
published_date 2022-05-27T04:17:55Z
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score 11.012678

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