Learning and Teaching Strategies for the Health Management and Social Care Curriculum Series:
(6) Effective Learning and Teaching Strategies for Field Learning at Health
and Social Service Settings (New)
Debriefing on field learning in health and social care setting
Benson Chan, RSW,
Approved counseling supervisor
Certificated Strengths Based Supervisor Professional Service Development Manager Mental Health Services
Christian Family Service Centre
15.1.2016
Debriefing on field learning in health and social care setting
14:00-14:30 Review of past sessions: health setting and social care setting 14:30-14:50 Debriefing:
- Steps for field learning and self –reflection in adolescent mental health promotion and social care setting
14:50-15:00 Tea Break
15:00-15:20 Debriefing:
- Effective teaching strategies and skills in field learning
15:20-15:40 Conclusion:
- Identify the key concepts from field learning
15:40-16:00 Q and A
Review : Field learning in health and social care settings
• Health Care Setting
Key message (core principles) in health care promotion
Case study of health promotion in NGO
Background and mission of NGO in health promotion
Experience on conducting the health promotion program
Learning and reflection from health promotion
program
Review : Field learning in health and social care settings
• Social Care Setting
Knowledge on people with disabilities
Principles of conducting inclusion program
Background and mission of NGO in conducting inclusion program
Experience on conducting inclusion program
Learning and reflection from inclusion program
Debriefing
Debriefing Form (Teacher’s handbook)
Debriefing Questioning Participant’s response 1. Facts What impressed you most in
the activity?
1. Feelings How did you feel?
1. Findings What did you find or learn in this activity?
1. Future What are your suggestions and planning?
Debriefing: Steps for field learning
• Steps for field learning (with example of
adolescent mental health promotion program and A-Soulroom )
Data collection
Explore the social needs / problems in health care setting
Explore the demography
Literature review on such social needs/ problems
Literature review on related concepts or theoretical framework
Conduct the needs assessment
Debriefing: Steps for field learning
• Steps for field learning
Initial field learning plan
Define the needs/problems
Define the theme/topic
Define the target population
Objectives Achieved
Plan the program /activity
Expected outcome
Debriefing: Steps for field learning
• Steps for field learning
Practice (Implementation )
Preparation
Service delivery
Evaluation
Reflection
Learning and experience from the field setting
Improvement at upcoming planning and practice
Effective Teaching Strategies & Skills In Field Learning
Stages in Experiential Learning Cycle
Strategies Explorative Questions (Refer to P.35, My reflective Journal of Student Handbook)
Concrete experience Observation
Interview / Survey Services
Participation in activities
What happens? What impressed me most in the event?
Process of the activity design
How the observation / the related data are collected to address the questions to be explored?
Observation and reflection Watching video-taped records / photos
Whole class discussion Group discussion
Writing reflective journal
Is there any discrepancies on expected outcomes from observation / data collected ? Does this activity meet the needs of service users?
Generalization and conceptualization
Any related theories / terminology / frameworks can be applied?
Experiment and integration Writing proposal / suggestions
Planning for services / programme
Any suggestions for improvement of the services
Effective Teaching Strategies & Skills In Field Learning
K o l b ’ s C y c l e o f E x p e r i e n t i a l L e a r n i n g
Effective Teaching Strategies & Skills In Field Learning – “Activity”
Stages in Experiential Learning Cycle
Strategies Explorative Questions (Refer to P.35, My reflective Journal of Student Handbook)
Questions from the
experiences in field learning (mental health promotion and A-Soulroom)
Concrete experience Observation Interview / Survey Services
Participation in activities
What happens? What impressed me most in the event?
Process of the activity design
How the observation / the related data are
collected to address the questions to be explored?
Observation and reflection
Watching video-taped records / photos Whole class discussion Group discussion
Writing reflective journal
Is there any discrepancies on expected outcomes from observation / data collected ? Does this activity meet the needs of service users?
Generalization and conceptualization
Any related theories / terminology / frameworks can be applied?
Experiment and integration
Writing proposal / suggestions
Planning for services / programme
Any suggestions for improvement of the services
