文章基本信息

标题：Neurorehabilitation analysed through ‘situated learning’ theory
本地全文：下载
作者：Lena Aadal ; Marit Kirkevold ; Tove Borg 等
期刊名称：Scandinavian Journal of Disability Research
电子版ISSN：1745-3011
出版年度：2014
卷号：16
期号：4
页码：348-363
DOI：10.1080/15017419.2013.781956
摘要：This paper proposes a perspective of learning in the context of neurorehabilitation. Central concepts from Lave and Wenger's theory of situated learning are presented as a promising theoretical perspective to grasp the problems typically encountered by professionals and a strategy to analyse the effectiveness of rehabilitation strategies aimed at everyday activities. Empirical data from field studies and focus group interviews describing rehabilitating efforts were analysed and discussed using central concepts from the ‘theory of situated learning’. We found that professionals are challenged when including patients with severe brain injury as ‘participants’ in the ‘rehabilitation practice community’. Systematic use of the proposed learning concepts may support rehabilitation professionals to facilitate and challenge patient participation and learning during rehabilitation. Two interrelated levels of pedagogical challenges exist: (1) supporting the gain of the patient or compensation for changed learning abilities and (2) supporting the patient in learning or compensating for lost abilities.
关键词：traumatic brain injury ; inpatient neurorehabilitation ; situated learning ; patient participation ; everyday life skills