Addressing psychological barriers to student learning: our role as learning developers

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1428

Keywords:

perfectionism, academic anxiety, failure, redefining failure, healthcare students, learning development practice

Abstract

Since the launch of ALDinHE’s Health Community of Practice (CoP) in 2021, members have been sharing practice ideas and resources via monthly activities. One activity that stimulated particular interest related to the topic of psychological barriers to student learning (i.e. low confidence, anxiety, perfectionism and imposter syndrome) and how, as learning developers, we might address these. Although healthcare students may be particularly vulnerable to these kinds of issues (Bogardus et al., 2022), they are on the rise among all students (Curran and Hill, 2019). Therefore, it is pertinent to consider how they infiltrate learning development practice and how they can best be supported. The purpose of this workshop was firstly, to explore the professional boundary issues that this may raise, and secondly, to share and explore practice possibilities. This involved showcasing ideas from the aforementioned Health CoP activity and drawing on relevant research. In doing so, we aimed to open up a wider discussion about how learning development spaces can foster emotional growth and provide takeaways that participants can apply to their own practice.

Author Biographies

Jane McKay, Glasgow Caledonian University

Jane McKay is a senior lecturer in learning development at Glasgow Caledonian University. She is an Advance HE senior fellow, an ALDinHE certified lead practitioner and a chartered psychologist. Jane is passionate about qualitative research, with interests in relational pedagogy and how individual differences influence the student experience.

Anne-Marie Langford, University of Northampton

Anne-Marie Langford has been a learning development tutor at the University of Northampton since 2021. She comes to higher education after a 20-year career in heritage education working in museums, archives, historic houses and science centres. These roles have encompassed community outreach, social inclusion and formal education. In her current role she works with students in health and social care disciplines. She is the founder and lead organiser for ALDinHE’s community of practice for learning developers working in health and social care (LDHealthCOP). Her research interests include critical thinking, digital learning, student co-creation, access and inclusion.

References

Bogardus, J., Armstrong, E.S., VanOss, T. and Brown, D.J. (2022) ‘Stress, anxiety, depression, and perfectionism among graduate students in health sciences programs’, Journal of Allied Health, 51(1), pp.e15-e25. Available at: https://pubmed.ncbi.nlm.nih.gov/35239765/ (Accessed 25 July 2024).

Curran, T. and Hill, A.P. (2019) ‘Perfectionism is increasing over time: a meta-analysis of birth cohort differences from 1989 to 2016’, Psychological Bulletin, 145(4), pp.410-429. Available at: https://doi.org/10.1037/bul0000138

McKay, J., Williams, K. and Stewart, J. (2023) ‘You just want a break from the hatred of failure: the lived experience of being a student physiotherapist perfectionist and considerations for educators’, Advances in Health Sciences Education, 29, pp.893-918. Available at: https://doi.org/10.1007/s10459-023-10287-y

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Published

31-10-2024

How to Cite

McKay, J. and Langford, A.-M. (2024) “Addressing psychological barriers to student learning: our role as learning developers ”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1428.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2024 Journal of Learning Development in Higher Education

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