Janet Swanson SCPHN Lecturer considers mindfulness in action learning.
As part of a module in Specialist Community Public Health Nursing (SCPHN) action learning is employed to facilitate a change in SCPHN practice. Action learning ‘sets’ take a problem-oriented approach where the participants study their own actions and experience to reflect and explore real life solutions to real life problems (Revans, 2011, Rosser, 2016). Reflection undertaken through action learning can be ambiguous as it does not always offer a clear outcome or direct answers (James, 2018) and, can be likened to the ‘swampy lowlands’ for learners as they navigate the murky depths of reflective work-based learning (Schoen,1984., Jasper, 2013). Learning is said to take place as set members support, challenge and facilitate new perspectives for professional practice. Action learning (AL) does provide an opportunity for positive learning experiences but can equally be stressful and anxiety provoking for students as they embark on this process of personal and professional challenge (Biggs & Tang, 2011). To address this complex issue students were offered a ten-minute YouTube mindfulness session at the end of each action learning set. the rationale being that a humanistic approach was required to readdress any potential issues arising from the set and to promote a compassionate pedagogical approach.
Mindfulness participation was optional, and students’ choice respected if they chose not to take part. It was considered that the group could potentially be self-supporting and may not require additional intervention, (James, 2018, Susmarini, 2016). Equally, in AL issues can remain unresolved which does have the potential to overspill outside of the group.
The mindfulness session as a strategy is easily implemented with a variety resource readily available with no accrued cost and is easily transferable to other lectures that may have emotive and emotionally challenging content. The proposition being, that using mindfulness facilitates a psychologically safe learning environment and attempts to provide a definitive end to the session whereby students are provided with an opportunity to emotionally self- regulate and ‘park’ any issues from the set which may have not been concluded (Cassaday et al., 2002., Wheat et al.,2018, Abbott & Winterburn, 2022).
I have employed this approach for the last two years; the first year I received positive verbal evaluation and from the past/most recent academic year four of the six students provided feedback via a questionnaire. Positive comments included.
Student 1. Having the opportunity to relax and recharge my battery
Student 2. Time to sit and calm thoughts after discussing worries and stresses of the course and discussing essay questions.
Student 3. Gave time to reflect and think about what we had just talked about.
Student 4. Time to reflect and slow thinking.
Interactions between approaches challenges and opportunities
Action Learning (AL), in its original construct, proposed support for individuals managing organisational change (Revan, 2011, Abbott & Winterburn, 2022). Within the literature there is a consensus that suggests that the benefits of AL are wide reaching and purports of greater professional development through facilitating life skills in confidence building, team working and leadership (Abbott & Winterburn, 2022., Rosser, 2016., Pedler & Abbott.,2013). Mindfulness could, therefore, be considered potentially counterproductive if adequate challenge is not provided to assist with the development of such skills Equally, too much challenge will have negative impact creating potential stress and anxiety for the student.
The feedback suggests that students appreciate time to reflect on the challenges of action learning as well as the programmes a whole and despite the original intention for closure following AL not being met, the limited feedback does demonstrate the students positive regard for the opportunity for mindfulness as well as the wider positive emotional impacts in supporting learning.
Mindfulness as a context is becoming more commonplace, and it certainly requires greater evaluation as a strategy within education practice (Sanyal, 2019). Mindfulness is not everyone’s penchant, and it is not a panacea for the stress and anxiety that can be encountered by students in action learning. As educators we are always endeavouring to improve our practice, seeking alternative methods to embed inclusive and compassionate approaches in Higher Education. Mindfulness as a strategy can be easily employed, is cost effective and facilitates student resilience, though more importantly, by promoting a student centric approach mindfulness supports students’ emotional health and wellbeing and further enables learning. (Kings Fund, 2022., Sanyal, 2019., Nursing and Midwifery Council, 2018., Waddington 2018).
Contact Jan for more details
Janet Swanson MA, BSc (Hons), SCPHN (RHV), RGN, RGM (Lapsed), PGCert HE. FHEA
Faculty of Medicine, Health and Life Science
Room 160 Glyndwr Building.
email: janet.swanson@swansea.ac.uk
References
Abbott, C; & Winterburn, K. (2022). Action learning facilitation: practitioner insights, Action Learning: Research and Practice, 19(2), 184-187, DOI: 10.1080/14767333.2022.2082814
Aubrey, K. & Riley, A. (2016). Understanding & Using Educational Theories. Sage.
Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University 4th edition McGraw Hill.
Cassaday, L., Bloomfield, J., & Hayward, N. (2002). Relaxed conditions can provide memory cues in both undergraduates and primary school children. PubMed (nih.gov)
James, A. H. (2018). Action learning can support leadership development for undergraduate and postgraduate nurses. British Journal of Nursing, 27(15), 876–880. https://doi.org/10.12968/bjon.2018.27.15.876
Jasper, M. (2013). Beginning reflective practice (2nd ed.). Cengage Learning.
Kings Fund, (2022). What is compassionate leadership? The King’s Fund (kingsfund.org.uk)
Nursing and Midwifery Council, (2018). Standards of proficiency for registered nurses – The Nursing and Midwifery Council (nmc.org.uk)
Revans, R. W. (2011) ABC of Action Learning. Abingdon
Schoen, D. (1984). The Reflective Practitioner. New York: Basic Book
Susmarini, D. (2016) An Experiential Learning: Action Learning Set in Nursing Education Setting. International Journal of Nursing Education, 8(1), 118–122. https://doi.org/10.5958/0974-9357.2016.00021.0
Waddington, K, (2018). The Journal of Perspectives in Applied Academic Practice 6(3), Compassionate pedagogy: What is it and why is it important? – CETI (westminster.ac.uk)
Sanyal, C. (2019). Integration of the practice of mindfulness within action learning as an added component within a post graduate leadership programme: an account of practice. Action Learning: Research and Practice, 16(2), 159–165. https://doi.org/10.1080/14767333.2019.1611038
Wheat, C.A., Sun, Y., Wedgworth, J.C. & Hocutt, M.M. (2018) Active University Teaching and Engaged Student Learning: A Mixed Methods Approach ERIC – EJ1200501 – Active University Teaching and Engaged Student Learning
