SQIFED: a new reflective model for action learning
| dc.contributor.author | Pocock, Helen | |
| dc.date.accessioned | 2020-01-16T13:09:08Z | |
| dc.date.available | 2020-01-16T13:09:08Z | |
| dc.date.issued | 2013-03 | |
| dc.identifier.citation | Pocock, H., 2013. SQIFED: a new reflective model for action learning. Journal of Paramedic Practice, 5 (3), 146-151. | en_US |
| dc.identifier.issn | 1759-1376 | |
| dc.identifier.issn | 2041-9457 | |
| dc.identifier.doi | 10.12968/jpar.2013.5.3.146 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12417/551 | |
| dc.description.abstract | Abstract published with permission. Action learning is a much under-used aid to professional development within the NHS. As a reflective tool its strength lies in the contribution of a group to an individual’s interpretation of real-life problems. With the increasing demand on clinicians to maintain records of their professional development a structured reflective model for action learning would provide the vehicle by which the action learning experience may be recorded and presented. The SQIFED model is presented and described here. SQIFED facilitates not only reflection on the immediate key issue but also the opportunity to revisit the scenario with a fresh focus. | |
| dc.language.iso | en | en_US |
| dc.subject | Emergency Medical Services | en_US |
| dc.subject | Training and Education | en_US |
| dc.subject | Paramedic Practice | en_US |
| dc.subject | Action Learning | en_US |
| dc.subject | Reflective Practice | en_US |
| dc.title | SQIFED: a new reflective model for action learning | en_US |
| dc.type | Journal Article/Review | |
| dc.source.journaltitle | Journal of Paramedic Practice | en_US |
| dcterms.dateAccepted | 2019-12-12 | |
| rioxxterms.version | NA | en_US |
| rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | en_US |
| rioxxterms.licenseref.startdate | 2019-12-12 | |
| refterms.panel | Unspecified | en_US |
| refterms.dateFirstOnline | 2013-03 | |
| html.description.abstract | Abstract published with permission. Action learning is a much under-used aid to professional development within the NHS. As a reflective tool its strength lies in the contribution of a group to an individual’s interpretation of real-life problems. With the increasing demand on clinicians to maintain records of their professional development a structured reflective model for action learning would provide the vehicle by which the action learning experience may be recorded and presented. The SQIFED model is presented and described here. SQIFED facilitates not only reflection on the immediate key issue but also the opportunity to revisit the scenario with a fresh focus. | en_US |