Experiences of an action learning set

Bell, Miriam; Coen, Eithna; Coyne-Nevin, Ann; Egenton, Róisín; Ellis, Ann Marie; Moran, Liz

doi:10.1002/pdh.232

Cited by 8 publications

(2 citation statements)

References 3 publications

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“…(p. 21). Bell et al (2007) suggested that action learning promotes individual ownership of learning and development. Brook (2010), in a national survey within the NHS in 2004/5 found that action learning in the healthcare sector is growing.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

Leadership development through action learning sets: An evaluation study

Walia

Marks-Maran

2014

Nurse Education in Practice

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This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability.

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Section: Accepted Manuscriptmentioning

confidence: 99%

Leadership development through action learning sets: An evaluation study

Walia

Marks-Maran

2014

Nurse Education in Practice

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“…Action-learning encourages reflection on actions and learning from each other. Used with a group of different professionals it can address organisational change [ 25 ] and has been used in a range of settings including mental health [ 26 ], managers on leadership programmes [ 27 ] and care homes [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Back pain outcomes in primary care following a practice improvement intervention:- a prospective cohort study

Breen

Carr

Langworthy

et al. 2011

BMC Musculoskelet Disord

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BackgroundBack pain is one of the UK's costliest and least understood health problems, whose prevalence still seems to be increasing. Educational interventions for general practitioners on back pain appear to have had little impact on practice, but these did not include quality improvement learning, involve patients in the learning, record costs or document practice activities as well as patient outcomes.MethodsWe assessed the outcome of providing information about quality improvement techniques and evidence-based practice for back pain using the Clinical Value Compass. This included clinical outcomes (Roland and Morris Disability Questionnaire), functional outcomes, costs of care and patient satisfaction. We provided workshops which used an action learning approach and collected before and after data on routine practice activity from practice electronic databases. In parallel, we studied outcomes in a separate cohort of patients with acute and sub-acute non-specific back pain recruited from the same practices over the same time period. Patient data were analysed as a prospective, split-cohort study with assessments at baseline and eight weeks following the first consultation.ResultsData for 1014 patients were recorded in the practice database study, and 101 patients in the prospective cohort study. We found that practice activities, costs and patient outcomes changed little after the intervention. However, the intervention was associated with a small, but statistically significant reduction in disability in female patients. Additionally, baseline disability, downheartedness, self-rated health and leg pain had small but statistically significant effects (p < 0.05) on follow-up disability scores in some subgroups.ConclusionsGP education for back pain that both includes health improvement methodologies and involves patients may yield additional benefits for some patients without large changes in patterns of practice activity. The effects in this study were small and limited and the reasons for them remain obscure. However, such is the impact of back pain and its frequency of consultation in general practice that this kind of improvement methodology deserves further consideration.Trial registration numberISRCTN: ISRCTN30420389

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