Exploring informal learning among hospital nurses

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this article is to explore the opportunities for informal learning among nurses working on a hospital ward. Design/methodology/approach -A field study was conducted in one hospital ward. Methods used to collect data included participant observation, ad hoc conversations and formal interviews. Findings -Eight categories describe the opportunities for informal learning among the nurses. Several factors seemed to mediate the opportunities for informal learning, such as the size and physical structures of the ward, role modeling by the nurse leader, systems and artifacts that triggered and scaffolded learning, and interaction and collaboration among all professionals on the ward. Research limitations/implications -A limitation is that data are collected from only one ward. A strength is the use of several methods to collect data and the range of participants' ages, experience and gender. Practical implications -This study offers examples of informal learning opportunities that can be tailored to different clinical settings. Through role-modeling the leader can influence both the norms that become established in a ward and the development of a culture of mutual support and learning. Originality/value -This article adds to the existing research by including observation in the hospital setting of actual practices that involve informal learning.

Support to Informal Learning at Work, Individual Performance and Impact of Training in Ampleness

“…One reason for this is that the concept of informal learning support presents a varied profusion of meanings, which hinders the development of empirical scientific studies on this variable (Bjork, Toien & Sorense, 2013;Freitas Borges-Andrade, Abbad & Pilati, 2006).…”

“…These technical competences have an important effect on the performance of individuals, teams and organizations as a whole (Bjork, Toien & Sorense, 2013;Yanchar & Hamkley, 2015;Wahab Saad & Selamat, 2014).…”

“…The results indicate that the transfer of learning is directly associated with the presence of psychosocial support environment (Bjork, Toien & Sorense, 2013;Hampson & Cheng, 2008;Tynjala, 2013). Support provided by social actors who have more control over content, and is of utmost importance for the application of knowledge in the workplace (Coelho Jr. & Mourã o, 2011).…”

From work integrated learning to learning integrated work – A pedagogical model to develop praxis in nursing education

“…ce-based know evelop the kno th advice and g onal factors [13 rhaps as a nurs increase profes ressed as scien foundation for university or in ccurring in day taken for gran s paper, inform [14] , even thoug d forms [15] . W ystematize and is to elaborate [8] , it is a case of "legitimate peripheral participation".…”

From work integrated learning to learning integrated work – A pedagogical model to develop praxis in nursing education

“…ce-based know evelop the kno th advice and g onal factors [13 rhaps as a nurs increase profes ressed as scien foundation for university or in ccurring in day taken for gran s paper, inform [14] , even thoug d forms [15] . Learning is situated, meaning it is embedded within an activity, context and culture.…”