The use of practice-based learning days on psychological wellbeing practitioner training programmes: A self-determination theory perspective

Owen, Joel (2020) The use of practice-based learning days on psychological wellbeing practitioner training programmes: A self-determination theory perspective. The Psychology Teaching Review, 26 (2). pp. 19-25. ISSN 0965-948X

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Abstract

Practice-Based Learning Days (PBLDs) account for approximately one-third of the total university-lead days on Psychological Wellbeing Practitioner (PWP) training courses. In this article, I consider a number of challenges facing teachers of PWPs and describe a recent attempt to respond to these challenges by restructuring the content of our PBLDs in a manner informed by Self-Determination Theory. I suggest that by designing these days in a manner intended to facilitate the satisfaction of the basic psychological needs for competence and autonomy, the PBLDs offer a way in which teachers of PWPs can promote more autonomous learning and greater psychological well-being amongst trainees. Further, I suggest that such use of these days supports education providers in developing learning opportunities that are optimally challenging for all students across each cohort. I finish with a call for future research into the effective use of the PBLDs on PWP training programmes.

Item Type:	Article
Uncontrolled Keywords:	sdg 3 - good health and well-being ,/dk/atira/pure/sustainabledevelopmentgoals/good_health_and_well_being
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Related URLs:	https://shop.bps.org.uk/psychology-teach...
Depositing User:	LivePure Connector
Date Deposited:	25 Feb 2020 08:29
Last Modified:	04 Mar 2024 17:53
URI:	https://ueaeprints.uea.ac.uk/id/eprint/74299
DOI:

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