This book presents the findings of a phenomenological research study which explored students experiences of learning from service users within the context of health and social care practice. Students were able to articulate how the knowledge gained from their experiences impacted on their relationships with service users and influenced their conceptualisation of professional practice. It was evident that whilst uncertainty was a stimulus to learning, too much uncertainty and anxiety inhibited learning for these students. A theoretical framework is presented to explain the phenomenon of learning from service users in practice settings. This incorporates theories of complexity, andragogy, experiential, reflective and transformative learning. The author concludes that educators should be aware of the complexities inherent in practice settings and should encourage students to learn from alternative forms of knowledge. This book proposes a range of strategies to promote learning in this context by harnessing, rather than attempting to control, complexity and for educators to provide the optimum balance between uncertainty and support.
