Læring om læring

Digital mentoropplæring

Lucie Furulund, Unni Høsøien — Mon, 31 Mar 2025 00:00:00 +0000

Denne praksisfortellingen har som formål å beskrive erfaringene med gjennomføringen av en digital mentoropplæring med webinarer, rettet mot helsepersonell i kommunehelsetjenesten. Hovedmålet med opplæringen var å styrke mentorrollen, og hensikten med webinarer var å utvikle mentorenes handlingskompetanse i veiledning gjennom øving og refleksjon. Mentorene ble rekruttert av sine ledere og hadde ansvar for å veilede kolleger på arbeidsplassen, og dermed bidra til kompetanseutvikling på arbeidsplassen.

Den teoretiske forankringen for opplæringen var basert på konstruktivistiske, sosiokulturelle og konnektivistiske læringsprinsipper. Konstruktivismen fremhever læring som en erfaring- og refleksjonsprosess, mens sosiokulturelle perspektiver understreker betydningen av læring i et fellesskap. Konnektivismen vektlegger hvordan digital teknologi kan støtte nettverksbasert læring. Disse prinsippene la grunnlaget for utviklingen av opplæringen, som gjennom digitale verktøy skapte fleksible læringsmuligheter, uavhengig av tid og sted.

Resultatene fra pilotprosjektet indikerer at mentorene opplevde økt trygghet i rollen som veileder gjennom praktisk trening. Webinarene fungerte som en viktig arena for refleksjon og erfaringsutveksling, og bidro til både personlig og faglig utvikling. Mentorene rapporterte også at opplæringen var tidseffektiv og enkel å gjennomføre fra arbeidsplassen, noe som antyder at digital læring kan være et verdifullt supplement til mer tradisjonelle opplæringsformer.

Konklusjonen er at digital mentoropplæring har potensial til å utvikles som en nasjonal modell for kompetanseheving i helsesektoren. Gjennom praktisk trening, fleksibilitet og bruk av digitale verktøy kan denne opplæringsformen bidra til både faglig utvikling og økt trivsel blant ansatte. Praksisfortellingen anbefaler en videre utvikling av digitale mentoropplæringstilbud, som også kan tilpasses andre sektorer.

Interprofessional Collaboration in the Development of Digital Learning and Teaching Resources in Health Sciences

Nina Cheetham, Rita Jentoft, Rigmor Furu — Mon, 17 Mar 2025 00:00:00 +0000

The article describes the development of interprofessional digital teaching resources within the bachelor's programs in nursing and occupational therapy. With a background of increased focus on interprofessional collaboration and the importance of digital competence in the common framework plan for health and social care education, it describes teacher collaboration across two professions. The project also includes student involvement. In the collaboration, the digital learning tool H5P was used in the development of interactive teaching on welfare technology. The article highlights what can promote educators' digital competence and the significance of interprofessional collaboration in the development of digital learning resources. The teacher collaboration is discussed in light of theories on communities of practice and the factors that can influence the successful development of student-active teaching resources. In the project, it was identified that a common starting point for interprofessional collaboration between occupational therapy and nursing, based on shared learning outcome descriptions, was significant for the collaboration. The collaboration provided a safe arena for knowledge sharing and inspired the development of joint digital learning resources, and the participants' engagement and mutual respect for each other's fields contributed to idea exchange and the development of these resources.

Portfolio Assessment in Physiotherapy Education

Beate Ytreberg — Fri, 09 May 2025 00:00:00 +0000

This article examines the implementation of portfolio assessment as both an educational and examination method within the physiotherapy program at UiT The Arctic University of Norway. Selected to enhance students' learning processes, portfolio assessment also aims to provide a fairer evaluation of both the extent and depth of knowledge.

The integration of portfolio assessment into the second year of education is structured through three learning phases: The formative work phase, the selection and reflection phase, and the summative assessment phase. In the first phase, spanning nearly the entire academic year, students develop a working portfolio with written assignments linked to course learning outcomes. These assignments encompass various text genres, including academic papers, reflection texts, and patient reports. The second phase is brief, focusing on the development of a summative assessment portfolio, where students refine selected assignments and reflect on their learning journey. The third phase culminates in an oral examination, where students defend and elaborate on their learning outcomes based on the final portfolio.

The article reflects on experiences with portfolio assessment, highlighting challenges such as students' reading and writing practices, the integration of artificial intelligence, and feedback quality. It underscores that portfolio assessment facilitates shifts in focus—from product to process, from performance to learning, and from external evaluation to self-assessment—thereby fostering deep learning and critical reflection.

Potential modifications are discussed to enhance the learning potential of portfolio assessment, such as improving feedback practices and increasing emphasis on peer and self-assessment. The article highlights that portfolio assessment, when combined with oral examination, is valuable in physiotherapy education, but requires ongoing adaptation to address challenges posed by Generative Artificial Intelligence and the changing patterns of student study habits. Through a dynamic and forward-thinking approach, portfolio assessment can continue to cultivate students' capacity for independent thinking and learning.