Transformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities PDF
Preview Transformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities
Transformative Learning in Healthcare and Helping Professions Education A volume in Adult Learning in Professional, Organizational, and Community Settings Carrie J. Boden, Series Editor Transformative Learning in Healthcare and Helping Professions Education Building Resilient Professional Identities edited by Teresa J. Carter Virginia Commonwealth University Carrie J. Boden Texas State University Kathy Peno University of Rhode Island INFORMATION AGE PUBLISHING, INC. Charlotte, NC • www.infoagepub.com Library of Congress Cataloging-in-Publication Data A CIP record for this book is available from the Library of Congress http://www.loc.gov ISBN: 978-1-64113-679-2 (Paperback) 978-1-64113-680-8 (Hardcover) 978-1-64113-681-5 (ebook) Copyright © 2019 Information Age Publishing Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher. Printed in the United States of America CONTENTS Foreword ..............................................................................................vii Preface ...................................................................................................xi Acknowledgments .............................................................................xvii Introduction ........................................................................................xix PART I TEACHING AND LEARNING FOR CHANGE 1 Therapists in the Making ......................................................................3 Charity Johansson 2 Developing Professional Identities and Fostering Resilience in Medical Students and Residents: Transformative Learning on the Texas–Mexico Border .............................................................23 Judith E. Livingston and Marsha R. Griffin 3 A Tale of Two Africas: Transformative Learning in Global Health Electives ..................................................47 Scott T. Armistead with Teresa J. Carter 4 A Long Tradition With Implications for Professional Learning: Situated Learning in a Community of Practice ..............67 Teresa J. Carter and Bryan Adkins v vi Contents PART II DEVELOPING A PROFESSIONAL IDENTITY 5 The Physician Archetype: Fitting the Pattern, or Breaking the Mold? .............................................................................................93 Doug Franzen 6 Building Professional Identities by Learning From Mentors and Role Models .................................................................................111 Teresa J. Carter, Ellen L. Brock, Frank A. Fulco, Adam M. Garber, Reena H. Hemrajani, Bennett B. Lee, Scott C. Matherly, Emily R. Miller, and John G. Pierce Jr. 7 Volunteerism With Vulnerable Populations: A Catalyst for Professional Identity Formation ................................................129 Christopher Keith Brown, Jr. 8 Case Study of a Science Teacher’s Professional Identity Development Across a Career ...........................................................153 Elaine Mangiante 9 Using Transformational Learning as a Framework for Medical Student Remediation Experiences and Professional Identity Formation.............................................................................175 Pamela O’Callaghan, Kelly E. McCarthy, and Deborah J. DeWaay PART III BUILDING CAPACITY FOR RESILIENCE 10 Outdoor Adventure-Based Group Work to Promote Coping and Resilience Among Child Welfare Workers ...............................197 Christine Lynn Norton, Michael J. Schultz, Amy D. Benton, Cameron Kiosoglous, and Carrie J. Boden 11 Transformative Learning in Times of Adversity .............................221 Patrice B. Wunsch, Michael D. Webb, and Teresa J. Carter 12 Building Resilience in Healthcare Professional Trainees ..............237 Wendy L. Ward, Carrie J. Boden, and Ashley Castleberry 13 Flourishing in the Workplace: Enhance Professional Resilience and Promote Well-Being With Appreciative Inquiry ....261 Marion Nesbit and Teresa J. Carter Contents vii PART IV CARING FOR SELF AND OTHERS 14 How a New Heart Transformed Mine ..............................................285 Mary L. Falk 15 A Case for Self-Care: Changing Luxury to Necessity .....................301 Amanda J. Minor 16 Informal Learning in a Community-Based Health Education Program: The Transformative Experience of One Interprofessional Team .....................................................................323 Maureen Coady About the Editors ..............................................................................345 About the Contributors .....................................................................347 FOREWORD It is a delight to write the Foreword to this edited collection, Transforma- tive Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities. This is an important book, and very timely, given that there has been increased attention to issues of burnout and compassion fatigue among healthcare professionals (Sternberg, 2016). Hence, it is in- cumbent that educators who facilitate programs for emerging or current health professionals are aware of the power of transformative learning, es- pecially as it relates to building resilient professional identities. As one who facilitates such programs for health professionals and who has written with a colleague (see Tisdell & Palmer, 2018) about their need for self-care, I can attest to the importance of this text right at this time. Developing a resilient professional identity, and the power of transfor- mative learning in doing so, is a lifelong process as any form of develop- ment involves constant change. Professional identity changes over time, as developmental tasks are different at various life stages. For example, in the earliest stages, we are developing expertise in our areas of practice as we move from novice to expert (Benner, 2000). In our mid-level stages, we might take on more formal administrative or teaching roles as we pass our knowledge on to others, while at our later stages of professional develop- ment, we might be leaders in our field, developing a legacy of leadership in others. Of course, the formation of a professional identity also intersects with our personal lives as we try to balance professional responsibilities with the demands of our family, friends, and community commitments, aging bodies and spirits, and changes in our health and energy levels. Further, Transformative Learning in Healthcare and Helping Professions Education, pages ix–xii Copyright © 2019 by Information Age Publishing All rights of reproduction in any form reserved. ix
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