Creating an adult learning culture through practice development

Ward, Colin; McCormack, Brendan

doi:10.1054/nedt.1999.0143

Cited by 31 publications

(12 citation statements)

References 12 publications

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“…1994). Establishing a positive learning culture is both complex and challenging, but Dixon (1999) and Ward & McCormack (2000) suggest that it can be created through the implementation of strategies which develop challenge, openness, debate and a more supportive environment.…”

Section: Learning Culturementioning

confidence: 99%

Re‐generating the ‘self’ in learning: developing a culture of supportive learning in practice

Wilson

McCormack

Ives

2006

Learn Health Soc Care

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This article presents the findings of a project that focused on developing a culture of learning where practitioners were able to engage in supported work‐based learning in a Special Care Nursery (SCN). The project was part of a larger study focusing on the implementation and evaluation of an emancipatory practice development programme in an SCN. The aim of this phase of the study was to gain an in‐depth understanding of how the implementation of practice‐development strategies could enable the creation of a culture of supportive learning in practice. The methodological and philosophical structure of the study was based on emancipatory practice development (ePD). The ePD strategies used are aimed at promoting the empowerment of nursing staff, utilizing staff knowledge and expertise to identify the need for change, encouraging reflection on and in practice, incorporating the views of service users in the change process, and supporting staff to challenge themselves and each other. Questions are framed to evaluate systematically the processes and outcomes of the study with a view to identifying changes in the learning culture that may have occurred as a result of PD strategies. Pre‐intervention findings highlighted that tensions existed between what people espoused about learning and what actually occurred in practice. Through the use of PD processes, participants in the study began to focus on the learning environment. Key themes identified in the data included ‘learning about learning’, ‘movement from subservience to partnership’, movement from rituals to reflective questions’ and ‘movement from self‐immersed to working with one another’. Taking self‐responsibility for learning and ‘regenerating the self’ in learning emerged as key issues underpinning these themes and are subthemes of ‘values and beliefs about learning’. It is argued that developing ‘responsible self’ is key to the creation of a culture of learning where practitioners are able to develop mutually supportive relationships in order to learn in and from their practice. In conclusion, learning culture has a significant impact on how nurses go about their everyday practice. The implementation of PD processes enabled a cultural shift to occur. As a result of this, a supportive learning culture embedded within the workplace emerged. Learning about learning was seen as an important part of the context that enabled the development of the responsible self.

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Section: Learning Culturementioning

confidence: 99%

Re‐generating the ‘self’ in learning: developing a culture of supportive learning in practice

Wilson

McCormack

Ives

2006

Learn Health Soc Care

Self Cite

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“…1990, Dubnicki & Sloan 1991), it has not always been undertaken in a strategic manner (Longenecker 1998). An approach advocated to overcome this is the development of a learning organization (see, for example, Ward & McCormack 2000). This concept has never been taken up to a great extent in NSW health facilities which is unfortunate, as the best organizations invest resources to provide developmental and learning opportunities for their leaders (Snow 2001).…”

Section: Background and Literaturementioning

confidence: 99%

“…Goleman (1998) believes that this is a learned capability which can result in superior performance but the skills are not easily taught and lend themselves to learning from and through experience and structured interaction with colleagues and peers. Development of a learning culture as advocated earlier, in which learning at and from work occurs, is facilitated by experiential processes (Ward & McCormack 2000). The use of problems based in practice or experiential exercises demands a shift from the teacher centred learning approach to a student focused approach, which can lead to sustained changes in practice (Johnston & Tinning 2001), a goal which a Master Class format is designed to achieve.…”

Section: Background and Literaturementioning

confidence: 99%

A Master Class for nursing unit managers: an Australian example

Duffield

2005

J Nurs Manag

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The programme was positively evaluated by participants in aspects such as allowing the expression of opinions, networking, stretching their minds and time to reflect on their own experiences. Nursing unit managers occupy a pivotal role in health care institutions. Investing resources into the ongoing development of their leadership skills may provide significant benefits for the individuals themselves, their staff and the organization.

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“…Provision of more geriatrics education may be associated with higher job satisfaction (Robertson, Higgins, Rozmus, & Robinson, 1999). Many health organizations now encourage a "culture of learning" for their workers, encouraging them to participate in regular ongoing educational activities, especially those with relevance for clinical practice (Ward & McCormack, 2000). Yet it has proved difficult to ensure that geriatrics-related content has reached target audiences.…”

Section: Introductionmentioning

confidence: 99%

Geriatric-Focused Educational Offerings in the Department of Veterans Affairs From 1999 to 2009

Thielke

Tumosa

Lindenfeld

et al. 2011

Gerontology & Geriatrics Education

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The scope of geriatrics-related educational offerings in large health care systems, in either the target audiences or topics covered, has not previously been analyzed or reported in the professional literature. The authors reviewed the geriatrics-related educational sessions that were provided between 1999 and 2009 by the Geriatrics Research, Education, and Clinical Centers (GRECCs) and the Employee Education System (EES) of the United States' largest integrated health care system, the Veterans Health Administration (VHA). Using records of attendance and content at local training events and regional and national conferences, the authors estimated the number of attendees in different health disciplines and the number and types of lectures. During the past 11 years, GRECCs and EES provided geriatric-related educational sessions to about one third of a million attendees, most of them nurses and physicians, in about 15,000 lectures. About three-fourths of the educational events occurred through local, rather than regional or national, events. Lectures covered a wide variety of topics, with a particular emphasis on dementia and other mental health topics. A comparison of the number of potential learners in VHA with the number of geriatric-related educational presentations over this time period yields an average of one offering per VHA provider every 3 years; most providers likely never received any. Since 1999 the GRECCs have been the dominant source for geriatrics-related education for VHA health professionals, but given that about one half of VHA patients are older than age 65, there is still a large unmet need to provide geriatric education to VHA providers. Examination of the GRECC resources that have been put to use in the past to develop and deliver the face-to-face education experiences described sheds light on the magnitude of resources that might be required to address remaining unmet need in the future, and supports the prediction that there will need to be increasing reliance on distance learning and other alternatives to face-to-face educational modalities.

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Creating an adult learning culture through practice development

Cited by 31 publications

References 12 publications

Re‐generating the ‘self’ in learning: developing a culture of supportive learning in practice

Re‐generating the ‘self’ in learning: developing a culture of supportive learning in practice

A Master Class for nursing unit managers: an Australian example

Geriatric-Focused Educational Offerings in the Department of Veterans Affairs From 1999 to 2009

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