Health Management and Social Care
Field Learning Resources Series
Student Handbook
Curriculum Development Institute, Education Bureau
Contents
Introduction 2
1. Field Learning of Health Management and Social Care Curriculum 3-4
2. Self-regulated Learning Model 5
3. Field Learning Plan 6-7
4 Team Work 8
5 Examples on Field Learning Activities 9-22
6. Field Notes 23
7. Observation Checklist in Field Learning 24-27
8. Checklist of Communication Skills / Peer Assessment 28-29 9. Communication Skills in Discussion / Interview 30 10. Consent for Interview / Audio / Video Recordings (Group Activity) 31 11. Declaration of Disposition of Personal Data of Client 32
12. Student Feedback on Field Learning 33
13. Assessment Criteria of Reflective Journal 34
Field Learning Resources Series (4)
Student Handbook
Introduction
This series aims at providing students of Health Management and Social Care with learning tools to help them plan and conduct field learning aligning with the relevant targets, features and skills of field learning. It also provides frameworks for thinking and organizations so as to facilitate effective learning.
1. Field Learning in Health Management and Social Care Curriculum :
Field learning is a part of the Curriculum. It aims at helping students to apply classroom learning into real life situations so that theories (compulsory part) and practice (elective part) can be integrated.
As an essential component of the HMSC, the design of field learning can achieve some of the curriculum aims and learning objectives such as :
The learning outcomes for field learning could be:
to demonstrate knowledge and understanding of the concepts of the subject matter;
to apply knowledge and skills to address health and social issues;
to plan and carry out tasks for support services provided by institutions and organisations;
to show competencies in communication and empathy in collaboration and service provision;
to reflect upon the field learning tasks and be able to suggest alternatives for improvements; and
to perform interpersonal skills needed in communication when giving support to others.
2. Self-regulated Learning Model :
Self-regulated learning is suggested for field learning:
Self-regulated Learning Model
Self-regulatory processes (Cognition, motivation & behavior)
Path of Internal Feedback (1) Teacher
sets tasks (goals/criteria/
standards)
(2) Domain knowledge /
Strategy knowledge / Motivational beliefs
(3) Student goals
(4) Tactics &
Strategies
(5) Internal Learning Outcomes (6) Externally
Observable Outcomes (7)External
Feedback (teachers/peers /employers)
3. Field Learning Plan
Theme Level
Duration From (Start Date) to (End Date) Topic
In this activity, I expect I can have more in-depth understanding of the following related topic(s) / social issue(s)?
Key questions The following is the question I planned to explore:(Reason for choosing this key question / preliminary expected outcome (s))
Target(s) /
Expected Outcome(s)
Activities 1 2 3
Date Time
Target
Activities 1 2 3 Agency
Observation
Interview
Services / Activities
4. Team Work
(Refer to Topic 5D and Booklet 14.2 Roles, Skills and Approaches in Management)
Roles of Team Leader
Self-assess
(1-3) Peer-assess (1-3)
Management
Directing the discussion and providing structure for planning and action to take place
Reinforcing productive team efforts, and ensuring all team members are actively involved in the process
Asking questions if members are having problems, giving helpful suggestions, and recommending outside resources that helps to alleviate the problem
Team Building
Improving communication and feedback among team members
Managing conflicts so that a constructive solution can be found
Enhancing a harmonious atmosphere for collaboration Developing a cohesive and collaborative team
Roles of Team Member Self-assess
(1-3)
Peer-assess (1-3)
Involvement
Contributing expertise, experience, and skills to achieve mutual goals
Recognizing and following certain agreed-upon behaviors to achieve mutual goals
Motivating others by getting their ideas or views
Team work
Actively listening and encouraging others to express their views
Whenever necessary, giving up a stance for problem solving to take place
supporting and encouraging the team member s to
5. Examples of Field Learning Activities : Setting: Social Service Units
Service Unit Observation Interview Service / Activity Children and
Youth Centre
Topics: Healthy social well-being/ Personal growth and development (childhood and adolescence)
Examples of relevant concepts : communication skills, peer relationship, self-concept, parenting skills, interpersonal relationship, conflict management
Environment: safety measures
Characteristics of client groups
Learning atmosphere
Services provided
Job duties of various workers in the unit
※Clients
Needs
Views on services
Experience of using the services
Relevant questions to explore other concepts
※Professionals
Working condition
Duties
Intervention objectives, approaches and skills
Work related training
Volunteer services can be provided through:
After-school care programmes
Play Group
After school tutorial programmes
Sit in / Be an observer in:
Workshop on parenting skills
Children Group
Youth group
Parents group
Service Unit Observation Interview Service / Activity Anti-drug
Abuse Centre
Topic : Addiction
Examples of relevant concepts : reasons for addiction, treatment,
“relapse prevention”
Environment of the centre
Services provided
Staff relationship
Job duties of various workers in the unit
※Clients
Needs
Views on services
Experience of using the services
Family relationship
Peer relationship
Relevant questions to explore other concepts
※Professional
Working condition
Duties
Intervention objectives, approaches and skills
Work related training
programmes / pathways
Difficulties related to the jobs
Volunteer services can be provided through:
Anti-drug ambassador
School promotion activities
Writing stories of ex-drug addicts
Anti-drug carnival
Sit in / Be an observer in:
Sharing of
ex-drug addicts
Talks on drugs
Service Unit Observation Interview Service / Activity Special
Education Centre for Children
Topics : Personal growth and development (childhood stage) /vulnerable groups
Examples of relevant concepts: justice, discrimination, community resources, characteristics of students in childhood, peer relationship, self-concept, parenting skills, pressure on caretakers.
Environment: safety measures
Characteristics of client groups
Learning atmosphere
Services provided
Job duties of various workers in the unit
※Clients : Parents
Needs
Views on services
Experience of using the services
Family relationship
Stressors
Stress management
Peer relationship
Relevant questions to explore other concepts
※Professional
Duties / division of work
Intervention objectives, approaches and skills
Work related training
Volunteer services can be provided through:
Communication games
Exercises
Neighbourhood scheme
Sit in / Be an observer in:
Workshop on parenting skills
Service Unit Observation Interview Service / Activity Elderly
Centre
Topics : Personal growth and development (elderly) , aging problem, social welfare system, healthcare system
Examples of relevant concepts: elderly eating habits, health literacy , disease prevention, interpersonal relationship, communication skills.
Environment: safety measures
Characteristics of client groups
Atmosphere of the centre
Services provided
Job duties of various workers in the unit
※Clients
Needs
Views on services
Experience of using the services
Health literacy
Healthy lifestyles
Relevant questions to explore other concepts
※Professional
Duties / division of work
Intervention objectives, approaches and skills
Work related training
programmes / pathways
Difficulties related to the jobs
Volunteer services can be provided through:
Health promotion activities
Visits
Writing life stories
Intergenerational learning
program – teaching computer knowledge / exercises to elderly
Chinese medicine promotion
Carnival
Neighbourhood scheme
Health checks for single elderly
Prevention of fall
Intergenerational Sports Day
Service Unit Observation Interview Service / Activity Integrated
Family Service Centre
Topics : Personal growth (family roles) , family relationship, family problems, social welfare system
Examples of relevant concepts : interpersonal relationship, family relationship, communication among family members, holistic health
Atmosphere of the centre
Services provided
Job duties of various workers in the unit
※ Client
Needs
Views on services
Experience of using the services
Physical, intellectual, emotional and social aspects of health (PIES)
Family relationship
Relevant questions to explore other concepts
※ Professionals
Duties / division of work
Intervention objectives, approaches and skills
Work related training
Volunteer services can be provided through:
Assist in
organising family activities, for example: family picnic
Community survey
Neighbourhood scheme
Sit in / Be an observer in:
Workshop on parenting skills
Service Unit Observation Interview Service / Activity New
Immigrant Service Centre
Topics : Vulnerable groups, Caring community
Examples of relevant concepts: equality, discrimination, cultural differences, community resources, self-concept, vulnerable groups, community work, community support network, different forms of care, empowerment, holistic health, social welfare system.
Environment: safety measures
Characteristics of client groups
Atmosphere of the centre
Services provided
Job duties of various workers in the unit
※ Clients
Problems
Needs
Views on services
Experience of using the services
Physical, intellectual, emotional and social aspects of health (PIES)
Relevant questions to explore other concepts
※Professionals
Duties / division of work
Intervention objectives, approaches and skills
Work related training
programmes / pathways
Difficulties related to
Volunteer services can be provided through:
After-school care programmes
Neighbourhood scheme
Sit in / Be an observer in:
Workshop on parenting skills
Home safety measures
Service Unit Observation Interview Service / Activity Organisaions
/ services for poverty alleviation
Topics : Building a healthy city, poverty
Examples of relevant concepts : poverty, need-based approach, assets -based approach, equality, discrimination, cultural difference, community resources , self-concept, vulnerable groups, community work, community support network, different forms of care,
empowerment, holistic health, social welfare system.
Environment and facilities of the centre
Characteristics of client groups
Atmosphere of the centre
Services provided - need-based
approach, assets -based approach
Job duties of various workers in the
centre
※ Clients
Problems
Needs
Views on services
Experience of using the services
Neighbourhood relationship
Physical, intellectual, emotional and social aspects of health (PIES)
Relevant questions to explore other concepts
※Professionals
Duties / division of work
Intervention objectives,
Volunteer services can be provided through:
Hunger Banquet
Cyber School
Volunteer service
School Donations
Possible learning activities:
Observing
squatter occupant living condition
Visiting people in bed space and cubicle
apartments
Community tours
Sit in / Be an observer in:
Service Unit Observation Interview Service / Activity pathways
Difficulties related to the jobs
Approach on
alleviating poverty
※Other students, school staff
Views on poverty
Setting: Health / Medical Service Units
Service Unit Observation Interview Service / Activity Health Centre /
Community Health Promotion
(e.g. Health InfoWorld of Hospital Authority)
Topics : Health promotion, disease prevention
Examples of relevant concepts : holistic health, health education, models of health promotion, personal health practices and public health, healthy practices, different stages of illness prevention, healthy lifestyle
Environment: safety measures
Characteristics of client groups
Atmosphere of the centre
Services provided - for example:
Vaccination
Outreaching service
Community service
Job duties of various workers in the centre
※Clients
Need
Views on services
Experience of using the services
Risk assessment
Relevant questions to explore other concepts
※Professionals
Duties / division of work
Promotion and intervention methods
Work related training
programmes /
Volunteer services can be provided through:
Health promotion activity – health education exhibition
Quiz on
communicable diseases
Sit in / Be an observer in:
Physical check-ups
Health talks
Service Unit Observation Interview Service / Activity Hospitals /
care-and–
attention homes / day hospitals
Topic : Health care system
Examples of relevant concepts : three levels of medical care, first aid skills, disease prevention and infection control, hospital three-tier alert mechanism, residential care, community care, medical care
Environment of the institution
Atmosphere of the institution
Services provided, for example:
Polyclinic
Outpatient clinic
Pharmacy
Three-tier medical care
Characteristics of client groups
Job duties of various workers in the centre
Atmosphere of the team work
Risk assessment
※Patient and care givers
Need
Difficulties: e.g.
reactions after medication
Views on services
Experience of using the services
Relevant questions to explore other concepts
※Professionals
Duties / division of work
Work related training
programmes / pathways
Difficulties related to the jobs
Roles and skills of management
Volunteer services can be provided through:
Health promotion activities
Visits
Sit in / Be an observer in:
Seminars on infection control
Talks on the needs of patients
Seminars on communication skills with
patients
Service Unit Observation Interview Service / Activity Rehabilitation
Service
e.g.: Half-way Home
(Psychiatric)
Topics : Health care system, mental health, rehabilitation services
Examples of relevant concepts : residential care, community care, rehabilitation services, classification of mental illness, needs of patients with mental illness, isolation, discrimination, institutionalization
Environment of the institution
Atmosphere of the institution
Services provided
Characteristics of client groups
Job duties of various workers in the centre
Atmosphere of the team work
Risk assessment
※Clients
Needs
Difficulties: e.g community
integration, living in the community
Views on services
Experience of using the services
Relevant questions to explore other concepts
※ Family members of patients
Informal care
Feelings
Support network
※Professionals
Work condition
Volunteer services can be provided through:
Health promotion activities
Visits
Health information Exhibition
Possible learning activities:
Sharing of Rehabilitees
Stress
management workshop
Workshops on health care practice
Seminars on
Service Unit Observation Interview Service / Activity Patient
self-help groups (e.g. physical disabled,
vision-impaired, hearing-impaired
&
speech-impaired)
Topic : Caring Community
Examples of relevant concepts: vulnerable groups,
communication skills, community work, community support network, different forms of care, models of health promotion, empowerment, needs of caregiver, holistic health, health care and social welfare systems
Environment and facilities of the centre
Characteristics of client groups
Relationship among patients
Atmosphere of the centre
Services provided
Job duties of various workers in the centre
※Patient
Needs
Difficulties: e.g.
reactions after medication, medical expenses
Views on services
Experience of using the services
Relevant questions to explore other concepts
※Family members of the patients
Informal support/
Support network
Feelings
※Professional
Work condition
Intervention
approach and skills
Training
Advocacy work
Organisational skills
Volunteer services can be provided through:
Health promotion activities
Neighbourhood scheme
Sit in / Be an observer in:
Home help &
care services
Training for self-help groups, for example:
workshops on health care practice
Possible learning activities:
Experiencing the daily lives of the disabled
Barrier-free city
Setting: Schools
Target Groups Observation Interview Service / Activity Students and
School Staff
Topic : Healthy School
Examples of relevant concepts: health advocacy, safety settings, holistic health, risk, risk assessment, risk management, healthy lifestyles, interpersonal relationship, peers, disease prevention.
Risk assessment:
School environment:
lighting、safety measures etc.
Work condition of school staff
Holistic health:
Supply of snacks at tuck shops
Exercises / PE lessons
School breakfast and lunch
※Students and school Staff
Eating habit
Health knowledge – drug addiction
Physical, intellectual, emotional and social aspects of health (PIES)
Attitude towards disease prevention / healthy lifestyles
Peer relationship
※Parent
Parenting skills / counseling skills
Communication skills
School tour- Assessing the safety and risks of facilities Inside and outside school
Health promotion activities
Food label design competition
Healthy diet carnival
Peer
counseling schemes
Questionnaires survey :
different people with
ambassadors
Stress
management, such as ‘Mind Oasis’ mental health
workshop
Eat
smart@school campaign
Collecting and analyzing data related to healthy diets at schools
6. Field Notes
Name of Student: Class: Class no.:
Name of Agency:
Address of Agency : Date and Time: (YYYY) (MM) (DD)
a.m. / p.m. (hh) (mm) to (hh) (mm) Theme of Field Learning:
Related Area / Topic:
Observation:
Concerned Issue (Category/
Item / Event)
Describe the Event (Content /
Situation)
Areas for reflection
Questions to be explored or further studied
Suggestions and Follow up items or plan
7. Observation Checklist in Field Learning
I. Environment (*Refer to Booklet 9.5 B. Hazards to health) Actions take to ensure health and safety in the service unit Marks
(1-3)
Good practice / Areas for
Improvement Safety
Mechanical
Lamps, fans / visual equipment hanging on the wall are fixed in a secured manner
Service users will not contact with the parts of machinery and equipment with potential dangers
All the tools and equipment are placed neatly and orderly
Safety instructions, rules and signs are displayed clearly.
Environmental
Enough space is provided for the activities of service users
Floor is flat, without cracks and pitting
Facilities to cater the needs of the disabled, such as handrails, non-slippery surface of floor
Adequate lighting
Passageways are unobstructed
Emergency exits are unobstructed with adequate lighting and signs
Escape routes are clearly shown
Chemical
Chemicals are properly stored and managed
First aid kit is well-equipped and put in the proper position
Flammable items are properly stored and managed.
Fire equipment is adequate and accessible Environmental Hygiene and Disease Prevention
Hygiene Rubbish containers and trashes are sufficient and properly covered
Stagnant water is drained away from the pot plants
mosquitoes, flies, fleas and other animal-borne diseases.
Disease Prevention
Enough face masks Adequate hand sanitizer.
Good ventilation and air circulation.
II. Service Delivery (Refer to Topic 5B - Health and social care services and agencies)
Types of services
Health services: General Practices, hospital, dental services, chiropody, physiotherapy, occupational therapy, community health services, dietetic advice
Social services: residential care, day care and home care, community services, counseling
Other modes of services: mutual aid groups, support groups on
Internet, hotlines, others: :
__________________________________________
Purposes of service
Preventive (primary care, education)
Intervention/curative treatment
Emergencies (first aid, medical care)
Rehabilitation (shelter workshops, drug addicts, gamblers, mental illness)
Others:____________________________________________
Forms of service delivery
Integrated service / specialised service/centre-based service / outreach service/ home-help service / residential services
Others:____________________________________________Service items
III. Professionals in the service unit (Refer to 5A - Professionals in health and social services)
Institutions and settings
hospitals, clinics, health centres, care homes, laboratories, service centres :__________________
*Professionals No. Tasks
Health services: doctors, nurses, dentists, physiotherapists, occupational therapist, dietitians, healthcare assistants etc.
Social services: social workers, welfare workers, counselors etc.
Agree Disagree Not Applicable Adequate manpower
Friendly and supportive
Able to meet the needs of the clients
Other opinions:
IV. Services and activities
Agree Disagree Not Applicable Well-prepared
Good allocation of time Goals achieved
Effective speakers / facilitators Clear objectives to participants
High involvement of participants
Quality interactions among participants
Other opinions:
Other aspects of observation (e.g. atmosphere)
Reflection on observation
8. Checklist of Communication Skills / Peer Assessment (Refer to Topic 4D, 5A and 5D)
Different Communication Skills Always Often Some times
Never
A. Relationship
Building
1. Show the understanding of the emotional, social and physical needs of the service users 2. Show positive attitudes towards service users 3. Respect the privacy and confidentiality of
service users
4. Treat every service user equally and fairly 5. Understand conflicts and use conflict
management strategies
6. Gives appropriate compliments B.
Active
listening7. Be active in listening to and understanding the physical, emotional and social needs of service users
8. Take in the whole picture - interpret feelings and emotions as well as factual content, pay attention to vocal cues and nonverbal signals so as to identify the subtle messages
9. Ask questions – to clarify and ensure understanding
10. Paraphrase - restating what the speaker has said in the listener’s own words to verify the accuracy of the listener’s understanding 11. Not to interrupt - allow participants to
12. Wait for right timing to initiate appropriate conversations
C.
Non-verbal
Communication13. Use tone, pace, eye contact and posture that show care and concern
14. Maintain appropriate proximity to participants
15. Orient body toward speaker
16. Nod head to exhibit listening and/or understanding
17. Keep smiling
18. Pay attention to participants’ non-verbal language and respond to the message behind (e.g. invite a rest, when appropriate, if participant(s) shows any sign of tiredness) 19. Avoid distracting actions
20. Make no negative signs during communication (e.g. disagreement, disappointment, not interested)
D.
Empathy
21. Understand the Perspectives of Participants - to understand what the speaker sees and feels by putting herself in his shoes
22. Not to project our own needs and intentions onto the speaker
23. Discern exaggeration, bias, prejudice, or emotional hype in language
9. Communication Skills in Discussion / Interview
A. Open Up Discussion/ Interview
1. Prepare the clients - greet in warm and friendly manner and introduce the members to clients politely
2. Explain and/or negotiate the agenda of the discussion / interview, taking the feeling and expectations of clients into consideration
B. Process - Gather Information
3. Ask about the life event, circumstances, other people that might relate to a specified topic to help elicit clients’ beliefs, concerns, and expectations
4. Assess and understand clients’ problem and desire for more information 5. Ask questions that extend what is being narrated or told
6. Ask for clarification whenever appropriate and necessary
7. Encourages others to engage into communication (applied to group discussion) C. Process – Share Information
8. Give timely response to the questions of the clients
9. Show understanding of the clients’ views on specified topics
10. Clarify details as necessary - exhibit prior preparation to facilitate the communication (e.g. shows understanding of the services that participants are receiving)
11. Give appropriate suggestions based on the information (e.g. healthy lifestyle) D. Closure / conclusion
12. Ask if participants have questions, concerns or other issues
13. Summarize the overall communication and give opportunities to correct or add information
14. Clarify follow-up or contact arrangements, if available
10. Consent for Interview / Audio / Video Recordings (Group Activity)
Name of Field Learning Agency:
Date / Period of Interview :
Time of Audio- / video-recording :
Venue of Audio- / video-recording:
1. I understand that interview / visual / audio recordings are for learning purpose, I agree to participate in these activities.
2. I request / do not request to re-play / re-listen the recordings.
3. I request / do not request all recording should be destroyed on ____________, and necessary / do not necessary to do it in front of me.
4. I request / do not request if your school published any information about me, I want to have a copy for retention.
Name of Client Signature Date
Name of Student:_________________ Signature:______________ Date:
Responsible teacher:_______________ Signature:______________ Date:
11. Declaration of Disposition of Personal Data of Client
I agree / disagree to accept the students to have interview / audio / video recordings with me for their field learning task.
(If agree) A student has to follow the undersigned instruction,
1. Keeping my information confidential and protecting my privacy.
2. If there is no dispute, hand in all records containing my personal information (e.g.
written and printed copies, audio or video, computer back up copies, USB copies, etc.) to the responsible teacher to destroy them after completion of the task.
Signature: _______________________
Name of Client: __________________ Date:
**********************************************************************
Declaration of Disposition of Personal Data of Client
Students must fill in this form and hand it to the responsible teacher for filing.
I, the undersigned, declared that:
1. I have full understanding of the principle of keeping confidentiality and protecting the privacy rights of the clients whom I serve / have served during the Field Learning period.
2. If there is no dispute, I will hand in all records (e.g. written and printed copies, audio or video, computer back-up copies, USB copies, etc.) to my teacher containing all the personal data of the clients after confirmation of the final grade of the subject.
Name of Student:_____________________ Signature:_______________________
Class :_________________________ Class No.:_______________________
12. Student Feedback on Field Learning
To facilitate communication between students, teachers and the agency, a student can use this form to express his / her concern and comments on field learning tasks for effective learning and teaching.
Name of Student: Class: Date:
Please use 1 - 7 to indicate your level of satisfaction:
Satisfactory Unsatisfactory Field learning helps me apply knowledge
learnt in classroom
7 6 5 4 3 2 1
Field learning facilitates my personal growth
7 6 5 4 3 2 1
The agency which offered field learning has provided adequate learning
opportunities to me to.
7 6 5 4 3 2 1
The observation checklist, fieldnotes and reflective journal facilitate my learning.
7 6 5 4 3 2 1
1. I appreciate the following areas in field learning:
_____________________________________________________________________________
13. Assessment Criteria of Reflective Journal
Structure of the journal
- Development of ideas (logical sequence/ organization of work) - Presentation (format, style, clarity)
Knowledge / understanding of the Subject
- Application of HMSC theories/ terminology/ ideas
- Use of HMSC framework; issues are analyzed from various perspectives/ levels
Accuracy and application of collected data
- Sufficiency of information collection to support views (collection of 1st and 2nd hand information; the expected performance should be manageable to senior secondary students)
- Collection of field data through essential observation and communication skills
- Accuracy of the collected data
Relevancy of reflection and suggestions for improvement
- Relevancy of reflection (with the theme or selected topic/ authentic field experiences)
- Implications of the field learning – understanding of problems / needs of others
14. My Reflective Journal
Process of the activity design
How the observation / the related data collection methods help address the study questions?
Reflection on activity (Is there any discrepancies on expected outcomes from observation / data collected? Does this activity meet the needs of service users?)
The response to the study questions (Use the theories / terminologies / frameworks to give suggestions)。15. Assessment Rubrics For Reflective Journal
1 2 3 4
Structure of the journal
Only parts of the plan are completed
All items of the plan are
completed
Logical
development of ideas with clear presentation
Logical development of ideas with clear
presentation, well
organisation of work (e.g.
with frameworks)
Knowledge /
understanding of the
Subject
Merely describe the activity without HMSC
theories/
terminology/
frameworks
Basic use of HMSC theories/
terminology/
ideas but lack of appropriate explanation and elaboration
Appropriately use, explain and elaborate HMSC theories/
terminology/ ideas with the attempt to apply HMSC
frameworks
Able to apply HMSC frameworks to give in-depth analysis on experience, and also appropriately use, explain and elaborate HMSC theories/ terminology/
ideas
Accuracy andapplication of collected data
Data collection methods are mentioned, such as
observation or interview
Basic use of observation and communication skills as well as relevant data to answer the study questions
Data collected from observation and interaction is sufficiently and accurately used for justification of view points
Both primary and
secondary data are used sufficiently and accurately used for justification of view points
Relevancy of reflection andsuggestions for improvement
Merely describe experiences without responding to the theme
The experiences described can respond to the theme
The experiences described can respond to the theme, and the inspiration from field learning is also clearly stated e.g.
understanding the problems and needs of others
The experiences described can respond to the theme, and the inspiration from field learning is also clearly stated with suggestions given.