Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward

Abstract

It is widely recognized that every workplace potentially provides a rich source of learning. Studies focusing on health care contexts have shown that social interaction within and between professions is crucial in enabling professionals to learn through work, address problems and cope with challenges of clinical practice. While hospital environments are beginning to be understood in spatial terms, the links between space and interprofessional learning at work have not been explored. This paper draws on Lefebvre's tri-partite theoretical framework of perceived, conceived and lived space to enrich understandings of interprofessional learning on an acute care ward in an Australian teaching hospital. Qualitative analysis was undertaken using data from observations of Registered Nurses at work and semi-structured interviews linked to observed events. The paper focuses on a ward round, the medical workroom and the Registrar's room, comparing and contrasting the intended (conceived), practiced (perceived) and pedagogically experienced (lived) spatial dimensions. The paper concludes that spatial theory has much to offer understandings of interprofessional learning in work, and the features of work environments and daily practices that produce spaces that enable or constrain learning.

Organisational learning in hospitals: A concept analysis

“…Evidence suggests that contextual factors play an important role in translating experiences into organisational learning. Contextual factors conducive to organisational learning include (a) a shared purpose and motivation to improve the organisation's performance (Davis, ; Nes & Moen, ; Olson, Tooman, & Alvarado, ), (b) interpersonal connections among members of the organisation (Filice et al, ; Rangachari et al, ), (c) a sense of psychological safety (Crofts, ; Edmondson, ; Singer et al, ), (d) sufficient time, space and resources for interaction and collective reflection (Ding, ; Gregory, Hopwood, & Boud, ); Singer et al, ), (e) the individual and collective skills necessary for effective reflection and communication (Dückers, Wagner, Vos, & Groenewegen, ; Olson et al, ) and (f) leaders who foster organisational learning (Chamberlain, ; Ford & Angermeier, ). All of these factors may be strengthened as the team members gain more experience working with one another.…”

Organizational learning in hospitals: A realist review

“…Infrastructure was identified as a contextual factor of organiza- infrastructure is necessary to support critical aspects of organizational learning (Philibert et al, 2010), such as person-to-person interactions (Carlton Jones & Roddie, 2016;Gregory, Hopwood, & Boud, 2014;Nilsen, 2011;Vashdi, Bamberger, Erez, & Weiss-Meilik, 2007). In contrast, organizational learning is impaired when an organization's goals and its available resources are misaligned (Souba, Way, Lucey, Sedmak, & Notestine, 2011).…”

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

“…Indeed this has been emphasised by interprofessional leaders, who discuss the cogent role of learning based on actual real life situations, so that students see the complexity and understand the responsibility of different professional team members (Barr, 2002;D'Eon, 2005). In practice students observe professional social interactions which may be conversations in corridors and common staff spaces demonstrating the importance of positive professional relationships (Gittell, 2000;Bleakley, 2013;Gregory, Hopwood & Boud, 2014). Despite these benefits, many educators report that establishing practice-based IPE can be challenging, labour intensive in the development phase and difficult to sustain, often because of rapid staff turnover and lack of time and resources (Morison & Jenkins, 2007;Jackson & Bluteau, 2007;Furness, Armitage & Pitt, 2012).…”