Developing a Broader Approach to Professional Learning

Eraut, Michael

doi:10.1007/978-94-007-1724-4_2

Cited by 30 publications

(25 citation statements)

References 14 publications

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“…Leadership, moreover, turns out to be pivotal for increasing staff awareness and for implementing the decision-making model. This finding is in line with how recent organizational learning perspectives conclude on the importance of leadership for workplace learning processes [ 22 , 23 ]. How staff perceived their leaders was found to predict how staff perceive presence or absence of person-centred care.…”

Section: Discussionsupporting

confidence: 89%

“…However, especially when the intervention aims to improve shared decision-making and concerted actions to put the knowledge into daily practice, as in the MEDCED intervention, it is also necessary to include a socio-cultural learning perspective. People learn as participators [ 22 , 23 ] in social practices. Consequently, in order to explain success or failure of an intervention, the understanding of why and how contextual factors influence learning should be combinded with exploration of why and how particular contexts influence the staff’s motivation and skills to act according to their ‘new’ knowledge [ 24 ].…”

Section: How Staff and Their Working Contexts Influence Implementatiomentioning

confidence: 99%

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A mixed method study of an education intervention to reduce use of restraint and implement person-centered dementia care in nursing homes

et al. 2017

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BackgroundPeople living with dementia in nursing homes are most likely to be restrained. The primary aim of this mixed-method education intervention study was to investigate which factors hindered or facilitated staff awareness related to confidence building initiatives based on person-centred care, as an alternative to restraint in residents with dementia in nursing homes. The education intervention, consisting of a two-day seminar and monthly coaching sessions for six months, targeted nursing staff in 24 nursing homes in Western Norway. The present article reports on staff-related data from the study.MethodsWe employed a mixed-method design combining quantitative and qualitative methods. The P-CAT (Person-centred Care Assessment Tool) and QPS-Nordic (The General Nordic questionnaire for psychological and social factors at work) instruments were used to measure staff effects in terms of person-centred care and perception of leadership. The qualitative data were collected through ethnographic fieldwork, qualitative interviews and analysis of 84 reflection notes from eight persons in the four teams who facilitated the intervention. The PARIHS (Promoting Action on Research Implementation in Health Services) theoretical framework informed the study design and the data analysis. Six nursing homes were selected for ethnographic study post-intervention.ResultsQualitative data indicated increased staff awareness related to using restraint - or not- in the context of person-centered care. A slight increase in P-CAT supported these findings. Thirteen percent of the P-CAT variation was explained by institutional belonging. Qualitative data indicated that whether shared decisions of alternative measures to restraint were applied was a function of dynamic interplay between facilitation and contextual elements. In this connection, the role of the nursing home leaders appeared to be a pivotal element promoting or hindering person-centered care. However, leadership-staff relations varied substantially across individual institutions, as did staff awareness related to restraint and person-centeredness.ConclusionsLeadership, in interplay with staff culture, turned out to be the most important factor hindering or promoting staff awareness related to confidence building initiatives, based on person-centered care. While quantitative data indicated variations across institutions and the extent of this variation, qualitative data offered insight into the local processes involved. A mixed method approach enabled understanding of dynamic contextual relationships.Trial registrationThe trial is registered at Clinical Trials gov. reg. 2012/304 NCT01715506.Electronic supplementary materialThe online version of this article (10.1186/s12912-017-0244-0) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 89%

Section: How Staff and Their Working Contexts Influence Implementatiomentioning

confidence: 99%

A mixed method study of an education intervention to reduce use of restraint and implement person-centered dementia care in nursing homes

et al. 2017

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“…Workplace characteristics that make full use of the knowledge resources of its members and locate and use relevant knowledge from outside the group are considered desirable for developing professional identity (Eraut, 2012). Within health care, the social interaction that occurs within and between professions is fundamental to optimising care, addressing challenging problems in clinical practice and facilitating inter-professional learning (Gregory et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of nursing rounds in the Intensive Care Unit on workplace learning

Tobiano

Murphy

Hervey

et al. 2019

Intensive and Critical Care Nursing

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Objectives: To evaluate the implementation of a regular Nursing Round as an educational strategy for workplace learning in an intensive care unit with a single room environment. Research Design: A multiple methods design was used. Fifty-four Nursing Rounds were observed, and nurses (n=40) completed bespoke evaluative surveys. Structured observational data and open-ended survey responses were submitted to content analysis and descriptive statistics were used to analyse survey findings. Results: Nursing Rounds involved a diverse range of participants, most frequently nurses. The content most frequently discussed was empirical clinical issues, and nurses decided on nursing care actions to address these issues. The most frequently observed outcome of Nursing Rounds was knowledge translation. Nursing Rounds were perceived to positively influence application of evidence in practice, identification of areas for practice improvement and ability to communicate clinical information. Two categories emerged from analysis of open-ended survey questions; (1) 'Positive learning environment', where nurses described Nursing Rounds as a social learning experience; and (2) 'Impediments to Nursing Rounds', including difficulty attending Nursing Rounds due to competing priorities. Conclusion: Nursing Rounds enabled evidence-based learning that enhanced inter-disciplinary collaboration. Further investigation may be required to understand how to enable nurses to attend more frequently, and generate a more holistic, evidence-based discussion.

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“…There are a number of key researchers who strongly advocate learning in the workplace and organisational learning (Marsick & Watkins, 1990;Eraut, 1994Eraut, to 2012Evans, 2002;Boreham, 2004;Evans, Guile & Harris, 2011). Yet, while there is growing recognition that the workplace is a place for learning, there are relatively few researchers who explore the specific processes involved in this form of learning.…”

Section: Workplace Learningmentioning

confidence: 99%

Professionalism in the legal profession – can you teach it? A phenomenographic study of Irish legal education stakeholders’ perceptions

Hession

2018

The Law Teacher

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Developing a Broader Approach to Professional Learning

Cited by 30 publications

References 14 publications

A mixed method study of an education intervention to reduce use of restraint and implement person-centered dementia care in nursing homes

A mixed method study of an education intervention to reduce use of restraint and implement person-centered dementia care in nursing homes

Effectiveness of nursing rounds in the Intensive Care Unit on workplace learning

Professionalism in the legal profession – can you teach it? A phenomenographic study of Irish legal education stakeholders’ perceptions

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