Franziska Trede is an Associate Professor in Higher Education and Professional Practice in the Institute for Interactive Media and Learning (IML) at UTS where she leads the Learning and Teaching Team and coordinates the IML Research Program and the UTS wide Course Directors Network. Franziska is the President of the Australian Collaborative Education Network (ACEN) and an Adjunct Associate Professor at Charles Sturt University.
Her research program is driven by the question why do people think and act the way they do? Her research interests include professional learning, professional identity development, agency, educating the deliberate professional, employability and the educational partnership between university and workplaces. She has conducted numerous funded research projects in the area of workplace learning, leadership and enhancing learning with technology.
Franziska has published 1 co-authored book and 7 co-edited books and over 100 peer-reviewed book chapters and journal papers. She serves on 4 editorial boards: Studies in Continuing Education, Active Learning in Higher Education, International Journal of Work-Integrated Learning and the journal of Professions and Professionalism.
Franziska has supervised PhD candidates who have won the University Medal and Faculty Prizes.
She has a track record in producing multi-media resources from her research program. She has produced self-paced online modules for interprofessional and academic leadership and self-paced module for practitioners who supervise university students in their workplace. She has also developed trigger films of workplace learning scenes accompanied by teacher guides to build capacity for agency in students, academics and workplace supervisors.
Franziska has presented her work on local, national and international platforms and was invited speaker, visiting professor and workshop facilitator in higher education institutions in Austria, Canada, Germany, Italy, New Zealand, Norway, Sweden and UK.
President, the Australian Collabroative Education Network (ACEN)
Member of the International Research Group, WOrld Association of Collaborative Education (WACE)
Editorial Board Member: Active Learning in Higher Education; Studies in Continuing Education; International Journal of Work Integrated Learning; Professions and Professioanlism
Can supervise: YES
Professionalism and Professional practice
Student Learning Experiences
Professional Identity Development (from student to professional; practitioner to researcher)
Educating the Deliberate Professional
Developing your Professional Voice
Educating the Deliberate Professional
Workplace Learning: Theory and Practice
Trede, F, Markauskaite, L, McEwen, C & Macfarlane, S 2019, Education for Practice in a Hybrid Space Enhancing Professional Learning with Mobile Technology, Springer.
This book presents a mobile technology capacity building framework that offers academics, students, and practitioners involved in workplace education a deeper understanding of, and practical guidance on, how mobile technology can enhance professional learning. Approaching professional and workplace learning as a hybrid space in which work, learning and technology meet, the book discusses the value of mobile technology in shaping professional education, particularly during student placements.
The framework focuses on staying professional and safe, considering issues of time and place, planning learning activities, initiating dialogue, networking, creating learning opportunities on-the-go, and deepening reflection. It is designed to assist students and their educators to use mobile technology knowledgeably and responsibly, and to help bridge the gap between university learning and workplace practice.
This book also contributes to a better understanding of the interconnectedness between learning, practice and technology. It demonstrates how to enhance learning and working with mobile technology by drawing on two perspectives: the 'professional-plus' and the 'deliberate professional'.
Trede, F & Jackson, D 2020, 'Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning', Active Learning in Higher Education.View/Download from: Publisher's site
© The Author(s) 2019. Educating reflexive, socially responsible and action-oriented future professionals who can contribute to a better future remains a core task of higher education. These graduate characteristics describe the deliberate professional. Within this article, we examine the value of a post-work-integrated learning peer reflection activity to foster professional agency and develop the deliberate professional in our students. Students participated in a post-work-integrated learning peer reflection activity, termed a huddle to signpost its informal yet respectful nature, and then completed a written reflection on the nature and value of this reflective experience. Findings demonstrate participants' engagement with as well as limitations towards becoming deliberate professionals. Implications for future use and further research of this peer reflection activity are offered. This study contributes new evidence that suggests that purposefully structured, dialogic and written post-work-integrated learning peer reflections are an effective approach towards developing professional agency and educating the deliberate professional.
© 2020, © 2020 SEFI. Studio-based learning is gaining currency in university engineering education programmes. It is widely argued that this practice-oriented, collaborative approach to developing professional, teamwork and interpersonal skills is needed to prepare the future workforce. In this paper, students' expectations and perceptions of a first-year studio were explored. Data collection included baseline and follow-up interviews. Both included the rich picture method and photo-elicitation. Using critical hermeneutics interpretation, we identified three key themes: teamwork, leadership and reflection. Although studio-based learning was perceived as effortful, slow and at times even frustrating, the move away from didactic lecturing by experts to collaborative learning and building products was welcomed and endorsed by all our participants. The insight gained from this study suggests that more innovative learning and teaching approaches in engineering education may help prepare students for lifelong learning in an uncertain future world of work.
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, vol. 21, no. 5, pp. 1-13.View/Download from: 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.
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.
Nagarajan, S, Chung, A, Trede, F & McAllister, L 2017, 'Impact of Disability Placements on Allied Health Students: Placement Educators' Perspectives', International Journal of Practice-based Learning in Health and Social Care, vol. 5, no. 2, pp. 101-115.View/Download from: Publisher's site
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
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
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
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 & EVALUATION IN HIGHER EDUCATION, vol. 40, no. 7, pp. 1002-1016.View/Download from: Publisher's site
Smith, M & Trede, F 2014, 'Response to commentary on 'Practical concerns of educators assessing reflections of physiotherapy students'', Physical Therapy Reviews, vol. 19, no. 4, pp. 281-281.View/Download from: Publisher's site
Trede, F & Smith, M 2014, 'Workplace educators' interpretations of their assessment practices: a view through a critical practice lens', ASSESSMENT & EVALUATION IN HIGHER EDUCATION, vol. 39, no. 2, pp. 154-167.View/Download from: Publisher's site
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.
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
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
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
© 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.
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 & DEVELOPMENT, vol. 32, no. 4, pp. 632-645.View/Download from: Publisher's site
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.
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
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. © 2012 Informa Healthcare USA, Inc.
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, 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
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
Trede, FV 2010, 'Enhancing communicative spaces for fieldwork education in an inland regional Australian university', HIGHER EDUCATION RESEARCH & DEVELOPMENT, vol. 29, no. 4, pp. 373-387.View/Download from: Publisher's site
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.
© 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.
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.
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.
Ritchie, J, Bernard, D, Trede, F, Hill, B & Squires, B 2003, 'Using a participatory action research approach as a process for promoting the health of older people', Health Promotion Journal of Australia, vol. 14, no. 1, pp. 54-60.View/Download from: Publisher's site
Trede, F & Higgs, J 2003, 'Re-framing the clinician's role in collaborative clinical decision making: re-thinking practice knowledge and the notion of clinician-patient relationships', Learning in Health and Social Care, vol. 2, no. 2, pp. 66-73.View/Download from: Publisher's site
Youngblood, P, Trede, F & Di Corpo, S 2001, 'Facilitating online learning: A descriptive study', International Journal of Phytoremediation, vol. 22, no. 2, pp. 264-284.View/Download from: Publisher's site
Many authors cite the potential of Web-based technologies for transforming education. However, little research has been done to explore what skills are required. This paper reports a four-phase study conducted to clarify the role of the facilitator and to identify other factors that support or inhibit online learning. Postgraduate students who had participated in online learning were asked to rate the relative importance of 12 facilitator tasks. Next, students and lecturers were interviewed to determine factors that influence the success of online courses. Results show that facilitators must clarify expectations, initiate and guide online discussions and explain assessment criteria. © 2001, Taylor & Francis Group, LLC.
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 & Higgs, J 2019, 'Collaborative decision making in liquid times' in Higgs, J, Jensen, G, Loftus, S & Christensen, N (eds), Clinical Reasoning in the health professions, Elsevier, Edinburgh, pp. 159-167.
Health care practice is rapidly changing with advances in technology in a globalised world. The way we practise, communicate and relate to each other is relentlessly changing and with it the way we make decisions. Decision making in health care practice is an important clinical reasoning process and issue. It has impact on efficiency and consequences for effectiveness. In a simple (science-driven) world health care practitioners would make expert decisions based on scientific empirico-analytical evidence which promises the best health outcomes. Patients would concur with the expert decision and carry out the behaviours required. This portrays decision making from a biomedical model perspective where roles of patients and health care practitioners are clearly defined. Decision making affects not only patients, their families and carers but also health care teams and services. Furthermore, decision making occurs within socio-political contexts. Decisions about post-surgery treatment in a first world country with free health care insurance looks differently to developing countries. The decision making process needs to include economic, educational, cultural, ethical and material considerations. Whose interests are being considered? Whose interests prevail? What role do hospital budgets, bed occupancy, views about good health and a quality life play? What else should be included that enables productive and effective decisions? In this chapter, we focus on collaborative decision making and explore the new conditions of decision making processes in liquid times (or times of rapid change, where the only real constant is change itself), discuss conceptual perspectives and principles of collaborative decision making and report on a critical practice perspective on collaborative decision making.
Trede, F & Higgs, J 2019, 'The Place of Agency and Related Capacities in Future Practices' in Higgs, J, Cork, S & Horsfall, D (eds), Challenging Future Practice Possibilities, Sense-Brill Publishers, Leiden, pp. 129-142.
In this book on practice futures a number of the major themes deal with larger dimensions of system and cultural changes. The future of the professions and professionalism is a topic examined in Chapters 6 and 7. In this chapter we focus on the people, especially professionals as human agents, in this contested space and explore the place agency in shaping future practices.
Agency is the capacity to act and not feel helpless. It leads to purposeful and responsible action that is distinguished from following rules and procedures without reflection. Furthermore, agency enhances independence and responsibility in professional decision making with clients, and when focused on decreasing social inequalities, contributes to the betterment of society.
The way we understand agency, as a unique human characteristic, has always been contested, to a degree, and has come again into focus with the advances of artificial intelligence. Although sociocultural and material contexts have always been acknowledged as influencing agency, the role of non-human agency is finding currency. Knappett and Malafouris (2008), with their edited book on material agency, propose a rethinking of agency away from an overly human-centred approach. With this chapter, we explore three main concepts: liquid times, the Fourth Industrial Revolution and the place of human and non-human agency in future practices. We start by exploring different theoretical perspectives on framing agency. We focus on four heuristics – essentialist, pragmatic, identity, and career wide – and carve out agency within a temporal frame. We then discuss the interdependent relationship of agency with identity, resilience and capabilities. Next we introduce the concept of the deliberate professional, a term coined by Trede and McEwen (2016) and propose this idea as a useful framework for understanding the place of agency in future practice.
The deliberate professional is thoughtful yet assertive and action-oriented, considers...
Trede, F & Higgs, J 2018, 'Clinical reasoning and models of practice' in Higgs, J, Jensen, G, Loftus, S & Christensen, N (eds), Clinical Reasoning in the Health Professions E-Book, Elsevier Health Sciences, Edinburgh, pp. 45-55.
The level of critique and reflexivity that practitioners bring to their practice is
grounded in practice and reasoning approaches. Critical self-awareness of
professional or personal interests is the key to consciously choosing a practice
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: Publisher's site
McEwen, C & Trede, F 2016, 'Educating Deliberate Professionals: Beyond Reflective and Deliberative Practitioners' in Educating the Deliberate Professional, Springer International Publishing, pp. 223-229.
Trede, F & Croker, A 2016, 'Respect: An Aporia of Collaborating in and Across all Levels of Healthcare' in Collaborating in Healthcare, SensePublishers, pp. 125-138.View/Download from: Publisher's site
Trede, F, Smith, M & Brewer, M 2016, 'Learning About Leadership and Collaboration in Interprofessional Education and Practice' in Collaborating in Healthcare, SensePublishers, pp. 261-268.View/Download from: Publisher's site
Trede, F & McEwen, C 2015, 'Critical Thinking for Future Practice: Learning to Question' in The Palgrave Handbook of Critical Thinking in Higher Education, Palgrave Macmillan US, pp. 457-474.View/Download from: 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.
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, '14. Physical Therapists as Educators in Clinical, Educational, and Community Settings' in Adult Education and Health, University of Toronto Press.View/Download from: Publisher's site
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.
Braun, R, Bone, D, Brookes, W, Trede, F & Hadgraft, R 2019, 'Studios in DE and EE at UTS: Structure and rationale', 2019 18th International Conference on Information Technology Based Higher Education and Training, ITHET 2019, International Conference on Information Technology Based Higher Education and Training, IEEE, Magdeburg, Germany.View/Download from: Publisher's site
© 2019 IEEE. We describe the Studios we have introduced into our Data and Electronic Engineering programs. We explain the purpose of the Studios, and the structure of activities. We describe the rationale for the significant components. We comment on the success of the components, and lessons learned.
Trede, F, Braun, R & Brookes, W 2019, 'Studio-based learning in a first year engineering curriculum: Exploring students' learning experiences and reflections using the rich picture method', 2019 18th International Conference on Information Technology Based Higher Education and Training, ITHET 2019, International Conference on Information Technology Based Higher Education and Training, IEEE, Magdeburg, Germany.View/Download from: Publisher's site
© 2019 IEEE. We have described engineering students in their first year participating in a 'studio' based experience. We used a rich picture method imbedded in research interviews to explore student's attitudes to, and understandings of their studio experience. Our findings demonstrate that this research method produces an enriched understanding of and deep insights into student experiences in the studio.
Trede, F, Markauskaite, L, Goodyear, P, Macfarlane, S, Tayebjee, F & McEwen, C 2015, 'Enhancing workplace learning through mobile technology: Designing the GPS for WPL', ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings, ASCILITE, ASCILITE, Perth, Western Australia, pp. 645-647.
© ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings.All right reserved. Technology-mediated learning (TML) and workplace learning (WPL) are major priorities for universities. TML is core to the dynamic growth and modernization of university education, and WPL is an essential strategy used by universities to prepare students for future work. In Australia, both are rapidly changing practices, providing new possibilities and challenges. Though these two areas have largely remained separate in educational literature and practice, the integration of TML and WPL can provide important opportunities to bridge university and the workplace as well as build students' digital capacities and online professional identities. This poster presents a mobile resource for students, named the "GPS for WPL", aimed at helping students, academics and workplace educators to improve professional learning experiences by making better use of mobile technology. This resource was designed as part of a project funded by the Office for Learning and Teaching, entitled "Enhancing Workplace Learning through Mobile Technology".