Practice-based learning and innovation in nursing homes

Abstract

Purpose This paper aims to investigate the conditions under which learning and innovation occur within nursing homes by focusing on how the dynamics of the distribution and transformation of ideas and knowledge may be viewed as a prerequisite for innovation in both formal, planned learning situations and informal, everyday practices. Design/methodology/approach Data was produced via fieldwork, which included participant observations, conversations and research interviews with staff and managers at a Norwegian nursing home. The paper is inspired by situated learning theories and communities of practice, as the social context emerges as the site where learning and innovation are cultivated. Findings The nursing home sustains learning at the centre of its enterprise through managers’ and staff’s participation in planned learning situations and thereby highlights a focus on learning in their everyday practices. The conditions for the interplay between planned learning situations and everyday learning workplace practices are identified as the effort to create a joint enterprise and reflexive practices. Social implications The Global North is ageing. Consequently, there is an increasing need for facilities and adequately trained professionals to support an ageing population. Addressing these challenges will require an increased focus on developing supportive learning environments and furthering our knowledge about the interconnections between learning processes and innovation. Originality/value This paper contributes knowledge regarding nursing homes as professionally exciting places to work alongside conditions that allow for learning and innovation to be cultivated and thereby increase the quality of elderly healthcare services provided.

Shared goals, communication and mutual respect in multicultural staff teams: A relational coordination perspective

“…It also helped the migrant workers to understand the underlying principles of care practices. This approach is consistent with studies demonstrating the need for a supportive learning environment in an increasingly complex sector (Anvik et al., 2020) and for strengthening clinical supervision for foreign educated nurses to increase patient safety competencies (Viken et al., 2018). To create good intergroup communication, equal status in the situation, common goals, inter group cooperation and support from the authorities are essential (Allport, 1954; Munkejord, 2019; Pettigrew & Tropp, 2013).…”

Dannelse og samskaping av utdanning mellom akademia og sykehjem

“…Martinsen stiller spørsmålet: «Er det noe verdt å satse på?» Alvsvåg (2010) svarer at studenten dannes i utdanningen til å formes til en profesjonsutøver. Studentene får mulighet til å laere i et sykehjemsmiljø som er åpent for ideer og nytenking (Anvik, Vedeler, Wegener, Slettebø & Ødegård, 2020). Med dette som bakgrunn hadde vi følgende hensikt med denne studien: å utforske og beskrive hvordan akademia og praksis gjennom samskaping av nytt utdanningsprogram i holistisk personsentrert demensomsorg i et laeringsfellesskap kan bidra til dannelse av sykepleiestudentene på bachelornivå.…”

“…For at et laeringsfellesskap mellom akademia og praksis skal oppstå og forbli, trenger akademia å vaere aktiv overfor praksis. En grunn til at samskaping i prosjektet ble erfart som positivt, kan bero på at personalet var en del av et «indre laeringsfellesskap», som samtidig gav rammer for kryssing av grenser (Akkerman & Bakker, 2011;Anvik et al, 2020;Kulla & Slettebø, 2019). Det kan tenkes at laerere/forskere møtes av et «praksisrom» der de må banke på flere ganger, men man kan ikke regne med å ha tilgang til alle «rom» (Martinsen, 2018).…”

How do practically trained (student) caregivers in nursing homes learn? A scoping review

“…[38, 45, 48-50, 53, 55-59] In addition, psychological safety and affordances are facilitators of WBL when staff and students participate together in care situations, such as interprofessional consultation, changing projects, and action research. [46,48,56,60] Conversely, we found that affordances can also be a barrier to individual learning, for instance, when novices are excluded from shift handovers, which are "acknowledged as important opportunities to discuss professional matters in a protected space". [50] In addition, another way of learning collectively with social support in a psychologically safe team, is learning from errors, by sharing knowledge, and reflecting on the process of how errors occurred.…”