University Healthcare Facilitation: Concept Map and Reflection

This assignment presents a student's reflective analysis of their experience in a healthcare facilitation module, specifically focusing on the creation of a concept map and the application of situated learning theory. The student details their process of collecting secondary data, collaborating with peers, and developing the concept map to clarify their understanding of situated learning. They discuss how the group work and diverse cultural backgrounds within the team enhanced their comprehension of the theory and its practical implications. The reflection highlights the importance of social interaction, communication, and the development of cultural competency in healthcare settings. The student also identifies key strategies in situated learning, such as listening and verbal communication, and concludes that the practical application of situated learning is crucial for future decision-making and problem-solving abilities. The assignment references relevant literature to support the student's observations and conclusions.

Running head: HEALTHCARE FACILITATION
Healthcare facilitation
Name of the Student
Name of the University
Author note

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Reflection
Reflective practice allows individual to perceive own experiment from a third party
frame, aiming at interpreting the concept from the experiences for further practical
implementation in either professional and personal filed. The purpose of this reflection is to
analyse my experience during collecting secondary data to formulate the report as well as
during the designing the concept map.
After collecting secondary data on the situated learning theory and presenting the
report the above concept map was developed that allowed me to make more clear perception
of this learning style. As a learner I always try to gather knowledge from any learning
activities. Surprisingly, during the development of report as well as the conceptual map I also
went through some kind of situated learning practice, since I had to work cooperatively with
my peers. It helped me to understand the concept of situated learning and its practical
implication with the help of my real experience as a learner. I found that some of the theories
of situated learning are more appropriate than others when it comes to practical experience. I
have found that because of having diverse cultural background within my team the collective
knowledge helped me to pursue the common goal. I have also found from the group work
that it is really factual that collaboration and cooperating with the help of mutual perception
sharing the most effective part of the situated learning. From the concept map I was able to
connect two different component of situated learning from two different theoretical
explanations. Through this consecutiveness I found that the social interaction based
knowledge development also influences the problem solving nature of any individual.
When it comes to developing my future goal and pursue the opportunities
accordingly, I can also say according to Handley et al. (2006), the situated learning process
could guide me to identify the most appropriate future path for me. The improved cultural
competency will also allow me to communicate with the individual from different social and

3HEALTHCARE FACILITATION
cultural background. It will also allow me to identify the exact assessment a person needs as
well as the mental support that he or she expects from me. Through this report and conceptual
map development another essential thing I have realised which could have direct implication
in my future. I have realised that the situated learning process has two major strategies to
execute namely the listening and verbal communication. I have realised that listening will
help to identify the problem and even realise the perspective the individual with whom I am
taking. At the same time, expressing my own throughs verbally also allow that individual to
express his or her interpretation, which can subsequently help to increase my perceptual
observation ability.
Moreover, from the report development with my peers and the concept map designing
I have gained many realisations while changing my perception on the theoretical
interpretation of Situated Learning. It can be concluded that, the most essential factor in the
situated learning in the practical based learning, which is even came out repeatedly from the
theoretical analysis that can shape my future decision making and problem solving capacity
for betterment.

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References:
Brown, J., Collins, A., and Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), pp.32-42
Dennen, V., and Burner, K. (2008). Get this book in print▼ Books on Google Play
Handbook of Research on Educational Communications and Technology: A Project of the
Association for Educational Communications and Technology (3rd ed., pp. 426 - 437).
London: Routledge.
Handley, K. ( 1 ), Sturdy, A., Fincham, R., and Clark, T. (n.d.). Within and beyond
communities of practice: Making sense of learning through participation, identity and
practice. Journal of Management Studies, 43(3), pp.641–653.
Hotho, J., Saka-Helmhout, A., and Becker-Ritterspach, F. (2013). Bringing context and
structure back into situated learning. Management Learning, 45(1), pp.57-80.
Norainna, S., and Besar, H. (2018). Situated learning theory: the key to effective classroom
teaching?. International Journal For Educational, 1, pp.49- 60. Retrieved from
http://www.journals.mindamas.com/index.php/honai/article/view/1022