Starting from the problematic open space where education, partnership and healthcare work intertwine and the theoretical perspective of the “dialogic pedagogies” and the “values’ pedagogies”, the chapter intends to work on a clarification that starts from the recognition of the current different interpretative models of partnership in healthcare work. On the basis of this recognition it will therefore be possible to articulate a definition proposal of partnership in education within healthcare work and its connections with the risk dimension. This definition will provide the coordinates to make a proposal on the form, the ways and direction of training that can significantly and effectively affect the ability of professionals to manage the partnership within the healthcare path with particular regard to the field of therapeutic education addressed to patients suffering from chronic, rare or long term disease.

Partnership in Education and Formative Paths for Healthcare Professionals. The Risks, the Paradoxes and the Practice of Pretext

Emanuela Guarcello
2022-01-01

Abstract

Starting from the problematic open space where education, partnership and healthcare work intertwine and the theoretical perspective of the “dialogic pedagogies” and the “values’ pedagogies”, the chapter intends to work on a clarification that starts from the recognition of the current different interpretative models of partnership in healthcare work. On the basis of this recognition it will therefore be possible to articulate a definition proposal of partnership in education within healthcare work and its connections with the risk dimension. This definition will provide the coordinates to make a proposal on the form, the ways and direction of training that can significantly and effectively affect the ability of professionals to manage the partnership within the healthcare path with particular regard to the field of therapeutic education addressed to patients suffering from chronic, rare or long term disease.
2022
Partnerships in Education Risks in Transdisciplinary Educational Research
Springer
315
336
978-3-030-98452-6
978-3-030-98453-3
Healthcare, Partnership, Risk, Paradox, Pre-text practice
Emanuela Guarcello
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1863878
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