ABSTRACT

Change Laboratories are a methodology to deal with complex problems in society in order to both better understand these problems as well as to find potential solutions. They typically involve collaborative problem solving and solution seeking from practitioner’s perspectives, conducted in a series of successive, structured workshops informed by Activity Theory. The problem examined in this paper is the efficacy of mentoring of Emergency Medical Care students (paramedics) during periods of work placement. Feedback from students and lecturers suggests that student learning is often constrained or at least uneven. The problem is then examined in Change Laboratories from the perspective of university/work intermediaries, the clinical facilitators, who are key players in student preparation for work and work placement. The clinical facilitators identify communication between the university and workplaces as a crucial constraint to student learning under mentors, and formulate more advanced roles for themselves to enhance communication. The result of such enhancement, it is argued, is the potential for mutual development of both university and workplace knowledge and skills.

摘要

变革实验室是一种处理社会中复杂问题的方法，可以更好地理解这些问题并找到潜在的解决方案。它们通常涉及从实践者角度出发的协作式问题解决和解决方案寻找，这些活动在活动理论指导下的一系列连续，结构化的研讨会中进行。本文研究的问题是在工作安置期间对紧急医疗护理学生（护理人员）进行指导的有效性。来自学生和讲师的反馈表明，学生的学习通常受到限制或至少是不均衡的。然后，在变革实验室中，从大学/工作中介机构，临床辅导员的角度研究问题，他们是学生为工作和工作实习做准备的关键参与者。临床辅导员认为大学与工作场所之间的交流是导师指导下学生学习的重要限制，并为自己树立了更高级的角色以增强交流。有人认为，这种增强的结果是大学和工作场所知识与技能的共同发展潜力。