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. ISSN 0965-948X (In Press)

[img] PDF (Accepted_Manuscript) - Submitted Version
Restricted to Repository staff only until 31 December 2099.

Download (326kB) | Request a copy

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
Faculty \ School: Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User: LivePure Connector
Date Deposited: 25 Feb 2020 08:29
Last Modified: 28 Jul 2020 00:11
URI: https://ueaeprints.uea.ac.uk/id/eprint/74299
DOI:

Actions (login required)

View Item View Item