Advancing working and learning through critical action research: creativity and constraints

Bellman, Loretta; Bywood, Catherine; Dale, Susan

doi:10.1016/s1471-5953(02)00114-2

Cited by 12 publications

(8 citation statements)

References 11 publications

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“…These outcomes can be personal and/or interpersonal. Personal outcomes include improved job satisfaction (Allameh, Abbasi, & Shokrani, 2010;Seok, Lee, In, Lee, & Kim, 2007) and increased awareness of the reason behind one's actions (Bellman, Bywood, & Dale, 2003). Interpersonal team outcomes include more effective teamwork (Davis, 2011;Henderson, Burmeister, Schoonbeek, Ossenberg, & Gneilding, 2014), decreased nurse turnover rates (Ford & Angermeier, 2008) and better communication (Edmondson, 2003a(Edmondson, , 2003b.…”

Section: Teammentioning

confidence: 99%

Organizational learning in hospitals: A realist review

Lyman

Jacobs

Hammond

et al. 2019

Journal of Advanced Nursing

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Aim To establish a middle‐range theory of organizational learning in hospitals. Design A realist review of the literature, conducted according to established standards for realist and meta‐narrative evidence syntheses. Middle‐range theory development was performed according to Smith and Liehr's recommendations. Data sources Two comprehensive scientific databases and six discipline‐focused databases spanning health care, life sciences, business, sociology, and psychology were searched from inception to 12 May 2016. Review methods Citations meeting the inclusion criteria were appraised using the Mixed Methods Appraisal Tool. Data extraction was guided by a focus on the contextual factors, mechanisms, and outcomes associated with organizational learning. Results The initial search yielded 2,332 citations, 147 of which were ultimately included in the review. The included citations were generally of high quality. Reviewed evidence indicates certain aspects of organizational context can be conducive to mechanisms of organizational learning, leading to a range of positive organizational outcomes. Conclusion This review updates and expands on a previous review of the literature on organizational learning in hospitals, refines the concept of organizational learning in hospitals, and provides a middle‐range theory of organizational learning in hospitals. Impact This updated review provides a strong evidence base for future work on the topic of organizational learning in hospitals. The refined concept of organizational learning makes it possible to develop reliable, valid research instruments that better reflect of the full scope of organizational learning. Finally, the middle‐range theory guides researchers and clinical leaders as they advance the science and practice of organizational learning.

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Section: Teammentioning

confidence: 99%

Organizational learning in hospitals: A realist review

Lyman

Jacobs

Hammond

et al. 2019

Journal of Advanced Nursing

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“…If this is not obtained, the odds increase significantly for perceiving barriers to research utilization (Kajermo et al 2008). Bellman et al (2003) argue that some nurse leaders are promoted because of their allegiance to maintaining the status quo and by doing so are disempowering nursing. Kjerholt et al (2015) demonstrates how a nurse leader who experiences potential challenges to her authority may use power to cancel or postpone planned research activities and by doing so suppress the role of the researcher and inhibit the project.…”

Section: Discussionmentioning

confidence: 99%

Integrating nurse researchers in clinical practice - a challenging, but necessary task for nurse leaders

et al. 2015

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“…Dette skulle gjennomføres ved utprøving av den digitale laeringsplattformens muligheter sammen med studentene. I det metodiske valget for prosjektet ble anvendelse av prinsippene innen aksjonsforskning valgt som fremgangsmå te, fordi de syntes å tilby oss relevante metodiske redskaper i forhold til gjennomføring og datainnsamling (Bellman, Bywood & Dale, 2003;Smith et al, 2000). I litteraturen er det beskrevet kriterier som skiller aksjonsforskning fra andre typer forskning.…”

Section: Metode Og Forskningstilnaermingunclassified

Nettstøttet samhandlingslæring – hjelp eller hindring i helsefagutdanninger?

Nilsen¹,

Immonen²

2013

Uniped

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Sammendrag I denne artikkel redegjør vi for et pilotprosjekt knyttet til nettstøttet videreutdanning innen helsefag ved Høgskolen i Finnmark, hvor ulike verktøy i høgskolens elektroniske laeringsplattform ble prøvd ut med basis i kooperativ laeringsfilosofi, samhandlingslaering. I helse-og sosialfaglig utdanning har det vaert motstand mot å ta i bruk nettbaserte verktøy i undervisnings-og laeringsprosessen. Det begrunnes med at samhandling, kommunikasjon og møtet med pasienten/klienten stå r sentralt i utøvelsen av fagene, og er vanskelig å laere på nett. Studenter i samlingsbaserte videreutdanninger opplever ofte oppmerksomhetskonflikt og tidsklemme mellom jobb, familieforpliktelser og studier, noe som gjør at studiene ofte nedprioriteres mellom samlingene. Erfaringene fra denne studien viser at nettstøttede laeringsverktøy er et aktuelt alternativ også innen helse-og sosialfag. Imidlertid må valg av verktøy vaere godt planlagt for å sikre et godt laeringsutbytte. Det er fortsatt behov for videreutvikling av de digitale verktøyene, slik at de blir mer fleksible og lettere å tilpasse til ulike pedagogiske valg og brukergrupper med ulik erfaring med digitale verktøy.

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Advancing working and learning through critical action research: creativity and constraints

Cited by 12 publications

References 11 publications

Organizational learning in hospitals: A realist review

Organizational learning in hospitals: A realist review

Integrating nurse researchers in clinical practice - a challenging, but necessary task for nurse leaders

Nettstøttet samhandlingslæring – hjelp eller hindring i helsefagutdanninger?

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