1. Postcards Please take a postcard which you think illustrates or symbolise one or more of the everyday life activities at your workplace 13-09-2015© L. Kragelund, L. Hybholt, NCK 1

2. Læremuligheder i praksis NERA’s 40th congress: Everyday life, education, and their transformations in a nordic and global context 8.-10. March 2012 Aarhus University Copenhagen Competence Development among Mentors: Small Everyday Life Activities - Great Learning Opportunities 13-09-2015© L. Kragelund, L. Hybholt, NCK2

3. - a three year action research; - competence development among nurses, who are mentors for student nurses; -120 mentors and education coordinators; - National Centre of Competence Development, Aarhus University 13-09-2015© L. Kragelund, L. Hybholt, NCK3

4. 13-09-2015© L. Kragelund, L. Hybholt, NCK 4 The purpose of the study was… to develop regional psychiatric institutions as learning environments 1.by using the 'Windmill model' as a pedagogical tool in the education of students; 2.by developing nurses' competences as mentors (observe each others practice & write logbooks about ones own practice); to develop concepts about workplace learning 4

5. The Windmill of Learning Students fall into one of these four quadrants depending on the situation they are in Students by themselves Students together with mentor 3. Individual conscious disjuncture 4. Collective conscious disjuncture 1. Collective not-conscious disjuncture 2. Individual not-conscious disjuncture Learn to be a nurse (professional socialisation) Learn to perform nursing (develop professionalism) Pseudo-everyday life activities

6. Disjuncture arises 13-09-2015© L. Kragelund, L. Hybholt, NCK 6... when there is a disharmony between a person's previous experiences and the social situation he or she is in Reference: e.g. Jarvis, P., 2005. Towards a philosophy of human learning. In: Jarvis P & Parker S (eds.). Human Learning. An holistic approach. London: Routledge

7. The Windmill of Learning Students fall into one of these four quadrants depending on the situation they are in Students by themselves Students together with mentor 3. Individual conscious disjuncture 4. Collective conscious disjuncture 1. Collective not-conscious disjuncture 2. Individual not-conscious disjuncture Learn to be a nurse (professional socialisation) Learn to perform nursing (develop professionalism) Pseudo-everyday life activities

8. Everyday life activities 13-09-2015© L. Kragelund, L. Hybholt, NCK 8 Everyday life consists of: regularly repeated activities, which are structured by traditional norms and rules which we do not question; Everyday life activities are: activities we know will work in specific situations, because they have done so in similar situations. Reference: Heller, A. 1970/1984. Everyday Life. London & New York: Routledge & Kegan Paul

9. Pseudo-everyday life activities 13-09-2015© L. Kragelund, L. Hybholt, NCK 9 Pseudo-everyday life activities are: everyday life activities which take place in the context of clinical psychiatry (or at other workplaces). In that context the activities are unfamiliar to the students; students are frequently assigned to assist with everyday life tasks and they do not know how to act in such situations; examples are: small talk, eating lunch, saying good morning, entering a room Reference: Kragelund, L., 2006: Uddannelse til professionsbachelor I sygepleje. En kvalitativ undersøgelse af sygeplejestuderendes læreprocesser under deres kliniske uddannnelse I psykiatri. København. Danmarks Universitets Forlag

10. The Windmill of Learning Students fall into one of these four quadrants depending on the situation they are in Students by themselves Students together with mentor 3. Individual conscious disjuncture 4. Collective conscious disjuncture 1. Collective not-conscious disjuncture 2. Individual not-conscious disjuncture Learn to be a nurse (professional socialisation) Learn to perform nursing (develop professionalism) Pseudo-everyday life activities

11. Results it was a learning process for mentors to utilise the learning potential in ‘pseudo- everyday life activities’; they had to learn to use the Windmill model ; they had to get familiar with the concept of ‘pseudo-everyday life activities’; some mentors had to see ‘pseudo-everyday life activities’ as instrumental (practical) nursing 13-09-2015© L. Kragelund, L. Hybholt, NCK 11

12. Conclusion mentors have learnt to utilise the learning potential in ‘pseudo- everyday life activities’ at the workplaces; the project showed little evidence about how and if the mentors gave students mentoring in relation to ‘pseudo-everyday life activities’; a greater number of ‘pseudo-everyday life activities’ have emerged during the project, than were named in my previous research; mentors use routinely the concept of ‘pseudo-everyday life activities’ the focus on ‘pseudo-everyday life activities’ has made it more clear to students, what psychiatric nursing is. 13-09-2015© L. Kragelund, L. Hybholt, NCK 12

13. To the point "It has become more clear to me that it is in the small 'every day life activities' on the ward we have to look for the learning potential and go for them" [mentor 3, second focus group interview, line 842-846] 13-09-2015© L. Kragelund, L. Hybholt, NCK 13

14. Questions to discuss what types of ’pseudo-everyday life activities’ are there at your workplace?; how do you use these pseudo- everyday life activities as learning oppourtunities?; if you do not use such learning oppourtunities, are you going to do it after to day? If yes. How?

15. Presenters Linda Kragelund, Associate Professor, PhD & Lisbeth Hybholt, PhD-student National Centre of Competence Development Aarhus University, Tuborgvej 164 2400 Copenhagen NV E: likr@dpu.dk & lihy@dpu.dklikr@dpu.dk www.ncfk.dk

16. “Learning in Psychiatry” Action Research Process Phase 1 Uncover Problems Planning Phase 1 Uncover Problems Planning Phase 2 Implementing Actions Phase 2 Implementing Actions Phase 3 Evaluating consequences of Actions Phase 3 Evaluating consequences of Actions 1 st focus group interview Seminar 1 The ‘Windmill model’ introduced & used Seminar 1 The ‘Windmill model’ introduced & used Seminar 3 Experiences shared Seminar 3 Experiences shared Seminar 4 Preliminary results presented & Member checking undertaken Seminar 4 Preliminary results presented & Member checking undertaken 2 nd focus group interview Seminar 5 Recommendations formulated Seminar 5 Recommendations formulated Student group 1 Employ Windmill model Write logbook Peer observation Student group 1 Employ Windmill model Write logbook Peer observation Student group 2 Employ Windmill model Write logbook Peer observation Student group 2 Employ Windmill model Write logbook Peer observation 2008 2011 Data Analysis Seminar 2 Logbook & observation guide introduced Seminar 2 Logbook & observation guide introduced Seminar 6 Results presented Seminar 6 Results presented