Franziska Trede joined the Institute for Interactive Media and Learning, UTS in 2018.
Her research interests include professional learning, professional identity development, agency, critical thinking, emancipatory learning and transitions from student to practitioner, practitioner to educator, educator to researcher. She has conducted numerous funded research projects in the area of leadership in workplace learning and professional practice and just completed a large OLT grant titled Enhancing workplace learning through mobile technology.
Franziska is currently supervising 4 PhD candidates on topics of professional identity development, relational practices, educational dimensions in health care management and Workplace Learning assessment practices.
Franziska published 7 co-edited books, and over 70 book chapters and journal papers. Her latest edited book ‘Educating the deliberate professional: Preparing for future practices’ offers new possibilities about how to teach and learn responsibly and creatively for future practices. She serves on three editorial boards, the Asia Pacific Journal of Cooperative Education, Active Learning in Higher education and Professionalism and Professions.
She has a track record in producing resources for knowledge transitions from her research findings. She has produced educational resources including self-paced online modules in interprofessional and academic leadership in workplace learning as part of OLT funded projects, an ACEN funded self-paced online module for WIL industry partners and in her latest translational project, WPL in Motion, she developed trigger films of workplace learning situations based on her body of research accompanied by teacher guides to build WPL capacity of students, academics and workplace supervisors.
She has presented her work on local, national and international platforms and was invited speaker and visiting professor at higher education institutions in Austria, Italy, Germany, Norway, Sweden, Canada and UK.
Natioanl Board Member, the Australian Collabroative Education Network (ACEN)
Member of the International Research Group, WOrld Association of Collaborative Education (WACE)
Editorial Board Member: Teaching in Higher Education; Active Learning in Higher Education; International Journal of Work Integrated Learning; Professionas and Professioanlism
Can supervise: YES
Profesisonal identity development (from student to professional; practitioner to researcher)
Workplace Learning: Theory and Practice
Brewer, ML, Flavell, H, Trede, F & Smith, M 2018, 'Creating change agents for interprofessional education and practice: a leadership programme for academic staff and health practitioners', International Journal of Leadership in Education, pp. 1-13.View/Download from: UTS OPUS or Publisher's site
© 2017 Informa UK Limited, trading as Taylor & Francis Group Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners' capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants' pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants' understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.
Trede, F & Mahinroosta, R 2018, 'Strengthening educational partnerships: An online preparation program for engineering partners', International Journal of Engineering Education, vol. 34, no. 5, pp. 1569-1580.
© 2018 TEMPUS Publications. One of the key goals of professional engineering entry courses is to prepare graduates for the world of work, foster professionalism and strengthen employability. Universities can best accomplish this with effective, reciprocal educational partnerships with industry that include professional development support for host supervisors based on shared educational values and goals. To this end, a purposeful, self-paced, online preparation program for host supervisors was developed for an innovative, practice-based engineering degree situated in regional Australia. Survey methodology before and after the completion of the online preparation program was used to explore host supervisors' perceptions of its value and effectiveness as well as their views of what makes a good host supervisor. The results demonstrated that online preparation program was well received with supervision skills for cadet engineers the most informative of the five topics. Participant data provided evidence of host supervisors' insights into the complexity of their supervision role beyond training and recruiting technically competent future engineers. The paper discusses participants' keen interest in contributing to educating the next generation of engineers, their interests in purposeful, supervisor-centred professional development programs and concludes with implications for further research in this neglected yet so important aspect of engineering education.
Henderson, A & Trede, F 2017, 'Strengthening attainment of student learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students', Asia-Pacific Journal of Cooperative Education, vol. 18, no. 1, pp. 73-80.View/Download from: UTS OPUS
Graduate capability and employability are regarded as critical success factors for degree programs by universities, industry, and the students. Furthering work-based experiences for academic credit within degree programs is being increasingly explored to assist employability. Effective work-based experiences are reliant on good partnerships between university, industry and student. Such successful relationships assist communication and understanding important for meaningful, quality work-based learning experiences and assessments. Collaborative governance is a finely nuanced arrangement that is dependent on commitment, shared understanding and building trust across university, industry and student guided by the student learning outcomes. Collaborative governance is presented in this paper as an effective framework to guide and organize the structures and processes of university, industry and student to facilitate work-based learning that supports student capability through the attainment of desired outcomes.
Brewer, ML, Flavell, HL, Trede, F & Smith, M 2016, 'A scoping review to understand "leadership" in interprofessional education and practice.', Journal of interprofessional care, vol. 30, no. 4, pp. 408-415.View/Download from: Publisher's site
This scoping study examined how "leadership" is referred to and used in interprofessional education and practice. A total of 114 refereed articles were reviewed to determine how leadership is defined, conceptualised, and theorised. The review also examined what capabilities were identified for effective interprofessional leadership. The majority of papers were empirical studies undertaken by researchers based in North America. The majority of articles did not refer to a specific leadership approach, nor did they define, describe, or theorise leadership. Moreover, "leadership" capabilities were rarely identified. Articles generally focused on health practitioners and educators or students as leaders with little exploration of leadership at higher levels (e.g. executive, accrediting bodies, government). This review indicates the need for a more critical examination of interprofessional leadership and the capabilities required to lead the changes required in both education and practice settings. The goal of this article is to stimulate discussion and more sophisticated, shared understandings of interprofessional leadership for the professions. Recommendations for future research are required in both education and practice settings.
Trede, F, Sutton, K & Bernoth, M 2016, 'Conceptualisations and perceptions of the nurse preceptor's role: A scoping review.', Nurse education today, vol. 36, pp. 268-274.View/Download from: Publisher's site
The practice of nursing is a substantially different undertaking to supervising nursing students. A clear conceptualisation of the preceptor role reveals its scope, expectations and responsibilities. The aim of this scoping review is to investigate what is known in the pertinent literature about preceptors' experiences of their supervision practices and their perceptions of what makes a good workplace environment that enables good preceptorship and is conducive to student learning.The literature scoping review design by Arksey and O'Malley was adopted for this literature review study because it enables researchers to chart, gather and summarise known literature on a given topic. Databases searched included Scopus, Ebsco, Informit and VOCEDplus.To answer our research question what is known about how undergraduate nursing student preceptors' supervision practices are conceptualised and perceived we posed four analysis questions to our literature set: (1) How do the articles conceptualise preceptorship? (2) What pedagogical frameworks are used to understand preceptorship? (3) What are the messages for preceptorship practices? (4) What are the recommendations for future research?A total of 25 articles were identified as eligible for this study. The results are ordered into four sections: theoretical conceptualisations of the preceptorship role, pedagogical framework, messages about preceptoring and recommendations for further research.The discourse of preceptorship is not underpinned by a strong theoretical and pedagogical base. The role of preceptors has not been expanded to include theoretical perspectives from socio-cultural practice and social learning paradigms.
Yen, M, Trede, F & Patterson, C 2016, 'Learning in the workplace: the role of Nurse Managers.', Australian health review : a publication of the Australian Hospital Association, vol. 40, no. 3, pp. 286-291.View/Download from: UTS OPUS or Publisher's site
Objective This research explores Nurse Managers' (NMs') influence on workplace learning. The facilitation of staff learning has implications for the role of NMs, who are responsible for the quality and safety of patient care. However, this aspect of their work is implicit and there is limited research in the area. Methods This paper discusses the findings from one hospital as part of a broader philosophical hermeneutic study conducted in two public hospitals over a 20-month timeframe. NMs participated in interviews, a period of observation, follow-up interviews and a focus group. Transcribed data was thematically analysed. Eraut's 'Two triangle theory of workplace learning' was used to interpret participants' accounts of how they facilitated workplace learning. Findings The analysis found that NMs worked to positively influence staff performance through learning in three domains: orientating new staff, assessing staff performance and managing underperformance. Conclusions This study purports that NMs influence workplace learning in ways that are seldom recognised. A more conscious understanding of the impact of their role can enable NMs to more purposefully influence workplace learning. Such understanding also has implications for the professional preparation of NMs for their role in the context of workplace learning, facilitating learning for change and enabling the advancement of quality and safety in healthcare. What is known about the topic? Studies exploring the influence of Nurse Managers in workplace learning have been limited to their role in the facilitation of formal learning. There is a paucity of research that examines their role in influencing informal learning. What does this paper add? The findings of this study draw on Eraut's 'Two triangle theory of workplace learning' to further define the interdependent relationship between management and educational practices. What are the implications for practitioners? NMs' awareness and deliberate use of th...
Trede, F, Mischo-Kelling, M, Gasser, EM & Pulcini, S 2015, 'Assessment experiences in the workplace: a comparative study between clinical educators' and their students' perceptions', Assessment and Evaluation in Higher Education, vol. 40, no. 7, pp. 1002-1016.View/Download from: Publisher's site
© 2014 Taylor & Francis. With this paper, we contribute to the complex field of assessment of student learning in work placements. The complexity includes the dual role of clinical educators as mentors and assessors, students as pre-accredited practitioners and the diverse purposes of assessment. A philosophical hermeneutic approach was adopted to explore the perceptions and practices of clinical assessments as they were experienced by clinical educators and students of the Bachelor of Physiotherapy programme of the Claudiana College of Health Professions at Bozen, Italy. Philosophical hermeneutics is grounded in dialogues where dialogue partners explore each others' statements or experiences, question assumptions that underpin experiences and perceptions and search for shared understanding. Focus group questions invited participants to share their experiences and engage in a dialogue with other participants. The research team engaged in cycles of interpretive dialogues according to the hermeneutic tradition. Data interpretation was guided by interpretive questions such as: what does the transcript say about assessment? Each target group was analysed separately before comparing them. Findings highlight that the relational and emotional dimensions of assessment experiences were key issues for both target groups. Finally, conclusions are drawn from our findings in form of recommendations for placement assessment practices as well as for future research.
Trede, F & McEwen, C 2015, 'Early workplace learning experiences: what are the pedagogical possibilities beyond retention and employability?', Higher Education, vol. 69, no. 1, pp. 19-32.View/Download from: Publisher's site
© 2014, Springer Science+Business Media Dordrecht. With this paper, we explore early placement experiences and their pedagogical potential, including ways of keeping students enrolled and persisting with their studies. Few university courses offer early placements because traditionally placement experiences have a focus on employability and work readiness of graduates, hence occur towards the end of courses. We conceptualise workplace learning (WPL) as a transition pedagogy that can address university staff's interests in student retention. In this paper the relationship between early WPL experiences and keeping students enrolled and persisting with their learning as well as the pedagogical implications of early WPL experiences are explored. Empirical data of students' interpretations of their early placement experiences demonstrated that beyond motivating students to persist with learning and staying enrolled in the course placement experiences were seen as a highlight of their first year studies. We argue that there are some benefits to students' learning to using early placement experiences within a practice-based curriculum when combined with an explicit and deliberate pedagogy that prepares students for practice-based and lifelong learning approaches to work. We conclude that early WPL experiences at university can be used as a strategy to assist students to transition into these institutions and develop more deliberate learner and professional identities.
Trede, F & Smith, M 2014, 'Workplace educators' interpretations of their assessment practices: A view through a critical practice lens', Assessment and Evaluation in Higher Education, vol. 39, no. 2, pp. 154-167.View/Download from: Publisher's site
In this paper, we examine workplace educators' interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike. © 2013 © 2013 Taylor & Francis.
Trede, F, McEwen, C, Kenny, A & O Meara, P 2014, 'Supervisors' experiences of workplace supervision of nursing and paramedic students in rural settings: A scoping review', Nurse education today, vol. 34, pp. 783-788.
Grealish, L, Lucas, N, Neill, J, McQuellin, C, Bacon, R & Trede, F 2013, 'Promoting student learning and increasing organizational capacity to host students in residential aged care: a mixed method research study.', Nurse education today, vol. 33, no. 7, pp. 714-719.View/Download from: Publisher's site
BACKGROUND: In Australia, the Federal government's agenda to increase clinical training places to address the forecast shortfall of nurses is driving innovation in clinical education. A student leadership model of clinical education, named the Student Nurse Led Ward model, was designed for the aged care context to provide a high number of clinical placements for pre-service Bachelor of Nursing students in an under-utilized clinical education setting. OBJECTIVES: The research aimed to determine the viability of the innovation by (1) developing a preliminary understanding of what students were learning and (2) exploring stakeholders' perceptions about student learning. DESIGN: A mixed methods design included an ageing knowledge test and ageing attitudes survey, both administered before and after the placement, student narratives of a learning event written after the placement, as well as focus group and individual interviews with stakeholders. SETTING: Three residential aged care facilities partnering with one university in one Australian jurisdiction. PARTICIPANTS: Included 35 of the 45 students who began placement in the aged care facilities during one semester, a convenience sample of 15 staff and each of the managers and educators from the three agencies. METHODS: Descriptive statistical analysis of student pre-post knowledge test and attitude survey, hermeneutic analysis of student narratives, and content analysis of individual and group interview data. RESULTS: There was an increase in student knowledge around sensory changes, delirium, and drug reactions in older people. There was a slight increase in students' expression of ageist attitudes following the clinical experience. The clinical educator position was considered to be critical to the success of the model. CONCLUSIONS: This Student Nurse Led Ward model is a viable model to increase clinical placements, with preliminary evidence in this study suggesting that students benefit through increased knowledg...
Scholz, E, Trede, F & Raidal, SL 2013, 'Workplace learning in veterinary education: a sociocultural perspective.', Journal of veterinary medical education, vol. 40, no. 4, pp. 355-362.View/Download from: Publisher's site
Veterinary practice is a broad sphere of professional activity encompassing clinical activity and other vocational opportunities conducted in rapidly changing contemporary social conditions. Workplace learning is an important but resource-intensive component of educating students for practice. This conceptual article argues that literature on workplace learning in the veterinary context is dominated by descriptive accounts and that there is a dearth of theoretically informed research on this topic. Framing veterinary practice as a social, relational, and discursive practice supports the use of workplace learning theories developed from a sociocultural perspective. Situated learning theory, with its associated concepts of communities of practice and legitimate peripheral participation, and workplace learning theory focused on workplace affordances and learner agency are discussed. Two composite examples of student feedback from veterinary clinical learning illustrate the concepts, drawing out such themes as the roles of teachers and learners and the assessment of integrated practice. The theoretical perspective described in this article can be used to inform development of models of workplace learning in veterinary clinical settings; relevant examples from medical education are presented.
Trede, F, Bowles, W & Bridges, D 2013, 'Developing intercultural competence and global citizenship through international experiences: Academics' perceptions', Intercultural Education, vol. 24, no. 5, pp. 442-455.View/Download from: Publisher's site
International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes. © 2013 © 2013 Taylor & Francis.
Grace, S & Trede, F 2013, 'Developing professionalism in physiotherapy and dietetics students in professional entry courses', Studies in Higher Education, vol. 38, no. 6, pp. 793-806.View/Download from: Publisher's site
In a context of education focused on skill mastery and graduate-level competence in preparation for professional practice, the notion of professionalism could be reduced to measurable and rules-based concepts, and the values, ethical decision making and professional autonomy that underpin it could be overlooked. Using a blend of hermeneutic phenomenology and discourse analysis, this article explores how professionalism is understood, talked about and experienced by lecturers and students in physiotherapy and dietetics courses at an Australian university. The findings of the study highlight the complex and evolving nature of professionalism. Understandings of professionalism appeared to be influenced by opportunities to think about and discuss values that inform them. Moreover, issues like cultural competence and environmental sustainability were not part of participants' understandings of professionalism, suggesting a need to rethink philosophical approaches and pedagogical strategies to develop a notion of professionalism that adequately prepares students for the demands of contemporary professional practice. © 2013 Copyright Society for Research into Higher Education.
Smith, M & Trede, F 2013, 'Reflective practice in the transition phase from university student to novice graduate: implications for teaching reflective practice', Higher Education Research and Development, vol. 32, no. 4, pp. 632-645.View/Download from: Publisher's site
Reflective practice is widely taught within higher education and is regarded as beneficial to developing graduates' ability to practise effectively within professional environments. In spite of widespread acceptance of the merits of reflective practice, a comprehensive understanding of teaching reflective practice remains incomplete and contested. This paper reports on a study undertaken to explore physiotherapy students' experiences and perceptions of learning reflective practice in order to critically and meaningfully inform current teaching practice. The findings identified that students and graduates conceptualised reflective practice in terms of the challenges they faced in the concrete tasks of daily novice practice. They used methods of reflection that were embedded in the context of their daily practice with particular emphasis on using social and collective opportunities for reflection. The preferred methods of reflective practice used by students and graduates contrasted with traditional approaches to teaching reflective practice. This study supports rethinking approaches for teaching reflective practice to incorporate approaches that are embedded within real and daily practice experiences. © 2013 Copyright HERDSA.
© 2013, © W. S. Maney & Son Ltd 2013. Background: Reflection has become an accepted element of physiotherapy education. Reflection is a cognitive, emotional, and embodied activity that remains largely invisible as individuals undertake their professional work. The use of reflection has been related to a number of positive benefits for practitioners such as to develop their capacity for self-assessment and critique, to challenge their existing knowledge base, to engage in lifelong learning, to make sense of their experiences, and to improve decision making. Objectives: Although there is an extensive debate in the wider reflection literature about assessing reflection, this has yet to be applied to physiotherapy and developed as a discourse held by the members of the profession. Major findings: The current body of physiotherapy literature does not offer educators realistic tools to deal with the practical concerns and hands-on educational decisions they face when assessing reflection. The findings from physiotherapy research investigating how reflection is practiced and assessed in physiotherapy implies a need to engage in a dialogue as a profession about teaching and assessing reflective practice. Conclusion: This paper concludes that the assessment of reflection is complex and difficult and explains the practical concerns of educators. Physiotherapy educators are faced with rethinking how reflection is assessed to carefully consider the intentions of reflection in their assessment design and the impact of assessment on how reflection is learnt and practiced.
In physiotherapy, as with many other health-care practices, therapeutic interventions, based on scientific knowledge, may be at odds with patient experiences. Patients may understand what they need to do to improve their health condition, but feel that these requirements may be emotionally, socially, or culturally incompatible with their lifestyles, social behavior, or personal choices. To work in the best interest of their patients, physiotherapists need to engage with the tensions that exist between scientific reason and social reality to offer a meaningful and relevant service for their patients. The challenge for physiotherapists is to arrive at decisions and interventions together with their patients that enhance, for example, mobility, social function, and well-being. To achieve this, physiotherapists need to rethink their professional role and translate their technical knowledge and goals into the patient's 'lifeworld', and patients--for their part--need to engage with physiotherapy professional knowledge. Often, the most commonly used strategy for facilitating this reciprocal engagement is open dialogue between patients and therapists. Habermas, a prominent contemporary philosopher and critical theorist, has developed a communicative theory that may support physiotherapists in their efforts to arrive at more sustainable and shared decisions with their patients. In this paper, I examine what constitutes physiotherapists' practice knowledge and how Habermas's theory of knowledge, interest, and communication strengthens shared decision-making and can be used as a vehicle toward emancipatory practice. Drawing on data generated in an action research project, I examine how Habermas's ideas can be applied in emancipatory physiotherapy practice. The paper concludes that emancipatory practice is meaningful because it creates opportunities for reflection, evaluation, and choice for future physiotherapy practice.
Croker, A, Trede, F & Higgs, J 2012, 'Collaboration: what is it like? - phenomenological interpretation of the experience of collaborating within rehabilitation teams.', Journal of interprofessional care, vol. 26, no. 1, pp. 13-20.View/Download from: Publisher's site
Although a core component of many current health-care directions, interprofessional collaboration continues to challenge educators and health professionals. This paper aims to inform the development of collaborative practice by illuminating the experiences of collaborating within rehabilitation teams. The researchers focused on experiences that transcended team members' professional role categorizations in order to bring individuals and their lived experiences to the forefront. An inclusive view of "teams" and "collaboration" was adopted and the complexity and multifaceted nature of collaborating were explored through a hermeneutic phenomenological approach. Semi-structured interviews were used to gather data about experiences of collaborating in nine rehabilitation teams. Sixty-six team members across nine teams were interviewed. Eight interdependent dimensions, core to the experience of collaborating, emerged from the analysis of the data. Five dimensions expressed interpersonal dimensions of endeavor: engaging positively with other peoples' diversity; entering into the form and feel of the team; establishing ways of communicating and working together; envisioning together frameworks for patients' rehabilitation and effecting changes in people and situations. Three reviewing dimensions, reflexivity, reciprocity and responsiveness, operated across the endeavor dimensions. By identifying meaning structures of the experience of collaborating, this study highlights the importance of seeing beyond team members' professional affiliations and being aware of their contextualized interpersonal and activity-related collaborating capabilities.
Trede, F & Smith, M 2012, 'Teaching reflective practice in practice settings: Students' perceptions of their clinical educators', Teaching in Higher Education, vol. 17, no. 5, pp. 615-627.View/Download from: Publisher's site
Reflective practice in practice settings can enhance practice knowledge, self-assessment and lifelong learning, develop future practice capability and professional identity, and critically appraise practice traditions rather than reproduce them. The inherent power imbalance between student and educator runs the risk for the reflective practice potential not being realised. This study explored final year physiotherapy students' perceptions of clinical educators as teachers of reflection and what role students assigned themselves in learning reflective practice. We found that only assertive students enforced reflection. Others waited for their educators to guide them and some were openly discouraged to reflect. As long as educators neglect the opportunity to deeply explore reflective practice moments with students, opportunities for students to develop autonomy and responsibility may continue to be missed or, at worst, inappropriately developed. Key dilemmas of teaching reflective practice are discussed including its implicit and tacit nature and non-conducive work environments. © 2012 Copyright Taylor and Francis Group, LLC.
Trede, F, Macklin, R & Bridges, D 2012, 'Professional identity development: A review of the higher education literature', Studies in Higher Education, vol. 37, no. 3, pp. 365-384.View/Download from: Publisher's site
This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better understand the tensions between personal and professional values, structural and power influences, discipline versus generic education, and the role of workplace learning on professional identities. © 2012 Society for Research into Higher Education.
Trede, F 2012, 'Role of work-integrated learning in developing professionalism and professional identity', Asia-Pacific Journal of Cooperative Education, vol. 13, no. 3, pp. 159-167.
There is an increasing focus on the student as the nexus of integrating classroom and workplace learning. In the university context students are learners and in the workplace context students are pre-accredited professionals and in both contexts they can be facilitators of peer learning. Student participation in professional roles through workplace learning experiences are opportunities for transformative learning that shape professional identity formation and a sense of professionalism. Drawing on a higher education literature review of professional identity formation and a case study that explored how professionalism was understood, talked about and experienced by lecturers and students, this paper explores the role of work-integrated learning and its place in the curriculum to enhance professional identity development and professionalism. (Asia-Pacific Journal of Cooperative Education, 2012, 13(3), 159-167).
Trede, FV 2010, 'Enhancing communicative spaces for fieldwork education in an inland regional Australian university', Higher Education Research and Development, vol. 29, no. 4, pp. 373-387.View/Download from: Publisher's site
The diversity of fieldwork education models and practices ranges from mandatory to voluntary, from graded to ungraded, from paid to unpaid spectrums and they vary in length from less than a week to up to one year. Colleagues who work in the same university but in different schools, faculties or campuses are often so busy working within their discipline-specific arena that there seems to be little opportunity to learn from and collaborate with other disciplines about fieldwork education programs. This paper provides a report on a project that trialled and evaluated an online debate with university staff about fieldwork education issues. The aims were to establish a sustainable university-wide fieldwork education discourse, to break down profession-specific silos, to inform the development of university-wide fieldwork education benchmarks and to foster fieldwork education leadership through online debates. The findings demonstrate that, collectively, participants shared a wealth of experience and wisdom that remained largely untapped at a university-wide level. Participants' evaluation highlighted the perceived value of creating a communicative space for a fieldwork education discourse and it exposed aspects of the online environment and time constraints as its biggest barrier. © 2010 HERDSA.
Croker, A, Higgs, J & Trede, F 2009, 'What do we mean by 'collaboration' and when is a 'team' not a 'team'?: A qualitative unbundling of terms and meanings', Qualitative Research Journal, vol. 9, no. 1, pp. 28-42.View/Download from: Publisher's site
'Collaboration' and 'team' are terms commonly used in literature related to the provision of health care, including rehabilitation. However, the complexity of the phenomena represented by these terms is often overlooked. 'Collaboration' is rarely defined, and 'teams' are often presented as easily identifiable and stable entities. Simplistic use of these terms often results in different aspects of interprofessional practice being researched and discussed without reference to the 'messiness' (the ambiguities and complexities) surrounding professional practice. As a consequence, health professionals may have difficulties in understanding the relevance of such research to their particular situations. This paper explores the complexities of the phenomenon of collaboration and the concept of team, with the aim of highlighting the benefits of researchers embracing rather than simplifying these phenomena. The paper reports on emerging models in action, which is one part of a wider research project exploring collaboration within rehabilitation teams. The research approach was informed by hermeneutic phenomenology. Insights gained through this project led to the development of two models: the first conceptualising collaboration in relation to domains of process, product and players; the other model proposing the notion of collaborative arenas. The model of collaborative arenas recognises the blurred boundaries and interrelated team memberships that occur in rehabilitation teams. Both models informed ongoing data collection and analysis for this research project and have potential to inform conceptualisation of teams and collaboration for other researchers. © RMIT Publishing.
Trede, F 2009, 'Becoming professional in the 21st century', Journal of Emergency Primary Health Care, vol. 7, no. 4.
Becoming professional in the 21st century is an increasingly complex journey in a globalised, constantly changing and "next gen" technology-focused world with an increasing pursuit of professionalisation by many occupations. For an individual, becoming a professional is a process that develops not only specific knowledge and technical skills, but also a sense of responsibility to self and others, duty of care, leadership and human agency. We will argue that one of the keys to becoming professional is for both students and graduates to continue to learn, understand and integrate different ways of knowing, practicing and talking about practice as they develop and extend their professional identity and expertise. The implications and challenges for learning and teaching to become a professional include exposing students to the paradoxes, contradictions and ethical dilemmas in professional practice; providing opportunities to reflect and suspend premature problem solving; helping learners recognize the imperfection of what we currently know; and instilling a sense of curiosity and desire to learn as well as a sense of belonging to a professional group.
Trede, F, Higgs, J & Rothwell, R 2009, 'Critical transformative dialogues: A research method beyond the fusions of horizons', Forum Qualitative Sozialforschung, vol. 10, no. 1.
The way we Interpret texts In hermeneutic research has evolved from guidelines for Interpreting biblical texts to engaging in question and answer conversations with the aim of finding mutual understanding, to challenging reached mutual understandings and finding meaning beyond the dialogue partners' understanding. We present a progression and blending of different hermeneutics from the fusion of horizons approach of GADAMER's philosophical hermeneutics, through the GADAMER-HABERMAS debate to explore the interface between interpretive and critical approaches to text interpretations, to arrive at a research strategy that was created out of this debate. This strategy, critical transformative dialogues, emphasises a) a deep understanding of the phenomenon being researched as well as b) a sceptical stance to this newly found deep understanding and c) the value of dialogue in transcending a fusion of understandings to achieve transformative action. This strategy is explored in a project in the health sector in which the phenomenon being investigated, as well as the research approach, created emancipatory dialogues in practice. © 2008 FQS.
Trede, F 2009, 'Becoming professional in the 21st century', Australasian Journal of Paramedicine, vol. 7, no. 4, pp. 1-5.
© 2009, Journal of Emergency Primary Health Care (JEPHC). All rights reserved. Becoming professional in the 21st century is an increasingly complex journey in a globalised, constantly changing and 'next gen' technology-focused world with an increasing pursuit of professionalisation by many occupations. For an individual, becoming a professional is a process that develops not only specific knowledge and technical skills, but also a sense of responsibility to self and others, duty of care, leadership and human agency. We will argue that one of the keys to becoming professional is for both students and graduates to continue to learn, understand and integrate different ways of knowing, practicing and talking about practice as they develop and extend their professional identity and expertise. The implications and challenges for learning and teaching to become a professional include exposing students to the paradoxes, contradictions and ethical dilemmas in professional practice; providing opportunities to reflect and suspend premature problem solving; helping learners recognize the imperfection of what we currently know; and instilling a sense of curiosity and desire to learn as well as a sense of belonging to a professional group.
Most physiotherapists would agree the need to establish effective working relationships with their patients in order to achieve successful outcomes in therapy. Collaboration, as an entity in clinical practice, has continued to increase in importance due to a changing climate of healthcare. Traditional models of physiotherapy treatment based on the medical model and delivered in acute settings are giving way to newer models of practice, such as health promotion, that are patient or client centred and increasingly located in community settings. At the same time, the notion of patient compliance with physiotherapy advice and exercises, deriving from a medical model of practice, is being superseded by the notion of collaborative decision making (or reasoning) in physiotherapy. Recent physiotherapy literature suggests that collaborative decision making is an advanced clinical skill, while also casting doubt on just how well or consistently physiotherapists are able to set goals with their patients and nurture a collaborative approach in working towards those goals. The purpose of this article is to demonstrate how clinical reasoning is an ideal vehicle by which physiotherapy practitioners can reflect on the process of collaboration with their patients in clinical practice. Three particular forms of collaboration are identified which can be traced to different assumptions about knowledge and how this knowledge is both generated and used by practitioners in clinical practice. In this paper, we argue that these different forms of collaboration each have an important role in clinical practice as they address both the diversity and underlying nature of those treatment goals that may be seen as desirable from the perspective of either practitioner or patient. In turn, these forms of collaboration assist in the development of a variety of knowledge and skills for both practitioners and patients alike. © 2004 Taylor & Francis.
This pilot study explored the educational dimension of physiotherapy practice by focusing on low back pain education. Grounded theory was used to conduct in-depth interviews with eight physiotherapists exploring their perceptions of what patients need to learn from them and how they could be helped to learn. One patient of each physiotherapist was also interviewed regarding what they expected to learn, what they actually learnt and what they found most effective about their physiotherapist in managing their back pain. The data revealed that seven physiotherapists adopted a didactic and therapist-centred approach. Three of these never altered whereas the other four tried to change to a more patient-centred approach. Only one physiotherapist applied an experience-based, patient-centred approach throughout her treatment sessions. All patients identified physiotherapists' attitudes and communication skills as the most effective teaching tools. It is recommended that physiotherapy practice be underpinned by experience-based learning that advocates an open therapist-patient relationship. Such a relationship encourages dialogue, action and reflection on progress and steers clear of unrealistic expectations and misunderstandings. It will enhance sustainable behaviour change and effective physiotherapy educators.
Trede, F, Goodyear, P, Macfarlane, S, Markauskaite, L, McEwen, C & Tayebjee, F 2017, 'Learning in Hybrid Spaces: Designing a Mobile Technology Capacity Building Framework for Workplace Learning' in Work-Integrated Learning in the 21st Century: Global Perspectives on the Future, Emerald Publishing Limited, pp. 83-97.View/Download from: UTS OPUS or Publisher's site
Flowers, R & Trede, F 2014, 'Patient-centered context of health practice relationships' in Higgs, J, Croker, A, Tasker, D, Hummell, J & Patton, N (eds), Health Practice Relationships, Sense Publishers, Rotterdam, pp. 37-46.View/Download from: UTS OPUS
Health practice might be informed by scientific knowledge but it is carried out with
people and within social contexts. To this end, much has been written about
patient-centred care. The virtues of listening to patients, respecting their health
beliefs and behaviours and working with them as partners have been well
documented. From the World Health Organization to government agencies to local
community health centres, all subscribe and explicitly endorse patient-centred
approaches through policies, missions and practice models (WHO, 2000; Kitson,
Marshall, Bassett, & Zeitz, 2012). There is no lack of recognition of patientcentred
care in strategic plans, professional value statements, codes of conduct and
organisational policies. In this literature little attention has been devoted to
explicitly integrating this approach with managerial imperatives for efficient
patient flow underpinned by allotting a predetermined number of days in hospital
for each patient based on diagnosis. Moreover, traditional biomedical beliefs about
health, and the dominant imperative for privileging evidence-based practice as best
practice, continue to prevail over other ways of knowing and practising healthcare.
In this chapter patient-centred contexts of health practice relationships are
framed through historical, paradigmatic and social practice lenses. The
interconnected roles of dialogue, critical questioning skills and learning that shape
health practice relationships are explored. Technology and digital health are also
discussed as emergent factors that radicalise possibilities for reconceptualising
patient-centred practice contexts. Conclusions are offered that assert that healthcare
practice models underpinned by patient-centred perspectives cannot thrive as an
add-on thought or strategy; neither can they thrive on simply appealing to
professionals' emotions and relying on their empathy. Conceptualising and
realising patient-centred professional relationships requires distinctiv...
© 2013 Sense Publishers. All rights reserved. In this chapter we present an innovative clinical education model in nursing known as the Student Nurse Led Ward model of clinical education, which is in the style of dedicated education units (Edgecombe, Wotton, Gonda, & Mason, 1999) and based in the residential aged care setting. The Student Nurse Led Ward model provides for students from third, second and first year to work collaboratively in a service unit. Senior students mentor junior students, enabling skill development in peer learning and leadership. The students work closely with clinical staff members who provide mentoring and feedback. An on-site nurse educator develops staff capacity for supervision and supports student learning through reflection and discussion. © Sense Publishers.
Higgs, J, Trede, F & Smith, M 2012, 'Physical therapists as educators in clinical, educational, and community settings' in Adult Education and Health, pp. 229-246.