Delivering feedback on learning organization characteristics – using a Learning Practice Inventory

Kelly, Diane; Lough, Murray; Rushmer, Rosemary; Wilkinson, Joyce; Greig, Gail; Davies, Huw

doi:10.1111/j.1365-2753.2006.00746.x

Cited by 15 publications

(9 citation statements)

References 17 publications

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“…Sometimes problems of practice emerge that require active problem solving. This type of problem solving has the potential to alter and inform future practice (Regehr & Mylopoulos, 2008), That is, to innovate, Myopolous & Scardamalia (2008) take this a step further to account for the collective learning that occurs through "collaborative iterative idea improvement" (p, 976), a process whereby practices evolve and develop through sharing of different perspectives, (2) Learning for practice improvement Within health, learning is at the core of the quality improvement process (Kelly et al,, 2007), Under-pinned by educational principles of experiential learning and reflective practice, quality improvement provides a structured means by which innovations in system processes can be realized (Wilson & Harrison, 2002), Built into this process are three key questions: (1) What are we trying to accomplish? (2) What changes can we make?…”

Section: A Focus On Learning Rather Than Workingmentioning

confidence: 98%

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace

Nisbet

Lincoln

Dunn

2013

Journal of Interprofessional Care

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In this paper, we explore the educational and workplace learning literature to identify the potential and significance for informal interprofessional learning within the workplace. We also examine theoretical perspectives informing informal workplace interprofessional learning. Despite numerous studies focusing on formal interprofessional education programs, we suggest that informal interprofessional learning opportunities are currently unrealized. We highlight reasons for a focus on learning within the workplace and the potential benefits within an interprofessional context.

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Section: A Focus On Learning Rather Than Workingmentioning

confidence: 98%

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace

Nisbet

Lincoln

Dunn

2013

Journal of Interprofessional Care

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“…A recent study of military personnel found that feedback of data and revelation of problematic areas or deficits was more likely to result in the survey being perceived as useful and, in turn, influenced respondents’ intentions to complete future surveys [14]. In a 2007 study of processes and formats for feedback of survey results to healthcare practices, researchers identified a useful and feasible feedback mechanism, which involved a feedback session comprising visual presentation of aggregated data in the form of dot plots [15]. …”

Section: Introductionmentioning

confidence: 99%

Feedback reporting of survey data to healthcare aides

et al. 2012

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BackgroundThis project occurred during the course of the Translating Research in Elder Care (TREC) program of research. TREC is a multilevel and longitudinal research program being conducted in the three Canadian Prairie Provinces of Alberta, Saskatchewan, and Manitoba. The main purpose of TREC is to increase understanding about the role of organizational context in influencing knowledge use in residential long-term care settings. The purpose of this study was to evaluate healthcare aides’ (HCAs) perceptions of a one-page poster designed to feed back aggregated data (including demographic information and perceptions about influences on best practice) from the TREC survey they had recently completed.MethodsA convenience sample of 7 of the 15 nursing homes participating in the TREC research program in Alberta were invited to participate. Specific facility-level summary data were provided to each facility in the form of a one-page poster report. Two weeks following delivery of the report, a convenience sample of HCAs was surveyed using one-to-one structured interviews.ResultsOne hundred twenty-three HCAs responded to the evaluation survey. Overall, HCAs’ opinions about presentation of the feedback report and the understandability, usability, and usefulness of the content were positive. For each report, analysis of data and production and inspection of the report took up to one hour. Information sessions to introduce and explain the reports averaged 18 minutes. Two feedback reports (minimum) were supplied to each facility at a cost of CAN$2.39 per report, for printing and laminating.ConclusionsThis study highlights not only the feasibility of producing understandable, usable, and useful feedback reports of survey data but also the value and importance of providing feedback to survey respondents. More broadly, the findings suggest that modest strategies may have a positive and desirable effect in participating sites.

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“…By ‘collective learning’ we refer to learning held in common ‘by a group who share a common health goal and common objectives, determined by community needs, to the achievement of which each member of the team contributes, in accordance with his or her competence and skill and in co‐ordination with the functions of others’ (World Health Organization definition of a health care team) 5 . This study was undertaken to inform the development of the ‘Learning Practice’ initiative, 6–10 which encourages ‘learning organisation’ characteristics through a facilitated learning programme with primary care teams.…”

Section: Introductionmentioning

confidence: 99%

‘The unknown becomes the known’: collective learning and change in primary care teams

Bunniss

Kelly

2008

Medical Education

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These findings demonstrate that teams share their knowledge because they believe it has value, not because they are driven by external incentives or are monitored. This challenges the prevailing assumption that, to be effective, interprofessional learning should be externally managed. As health care develops, it will become increasingly important to consider how to support the internal learning processes of care teams as they navigate complex organisational changes and the shared learning experiences that characterise those changes. Those who support learning and development within the NHS should therefore focus on how relational processes, as well as educational content, contribute to a team's collective learning capability and the quality of care its members provide.

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Delivering feedback on learning organization characteristics – using a Learning Practice Inventory

Cited by 15 publications

References 17 publications

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace

Feedback reporting of survey data to healthcare aides

‘The unknown becomes the known’: collective learning and change in primary care teams

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