Learning community participation: A valuable opportunity for transferring actions and behaviors within the nursing learning and working context?
Application
Education
Hospital setting
Learning and working
Learning community
Nursing practice
Value creation
Journal
Nurse education in practice
ISSN: 1873-5223
Titre abrégé: Nurse Educ Pract
Pays: Scotland
ID NLM: 101090848
Informations de publication
Date de publication:
29 Jul 2024
29 Jul 2024
Historique:
received:
16
05
2024
revised:
17
07
2024
accepted:
24
07
2024
medline:
5
8
2024
pubmed:
5
8
2024
entrez:
4
8
2024
Statut:
aheadofprint
Résumé
Indicating how community participation transfers to application within the nursing learning and working context. Preparing nurses to drive advances in health care requires the integration of working and learning. Learning communities are therefore recommended to connect students, educational programs and health care organizations. A multiple case study with three hospital learning communities was conducted during the 2019-2020 academic year, partly during the COVID-19 pandemic. The main data were collected by conducting three group interviews and 21 individual interviews with members. A hybrid thematic analysis approach was used. Seven themes originated from the analysis: learning community features, learning community preconditions, learning community needs, impetus, application, research context and meaningfulness. Individual members applied acquired knowledge, skills and attitudes later or in other situations. Depending on the case, collective application manifested as inventing, consulting or reusing, but this seemed less sustainable in the research context at the time. Application within the nursing learning and working context occurs and is sustained at the individual level even when there are no organized learning community sessions in times of crisis. Framing and facilitators' support can be used to encourage collective application.
Sections du résumé
AIM/OBJECTIVE
OBJECTIVE
Indicating how community participation transfers to application within the nursing learning and working context.
BACKGROUND
BACKGROUND
Preparing nurses to drive advances in health care requires the integration of working and learning. Learning communities are therefore recommended to connect students, educational programs and health care organizations.
DESIGN
METHODS
A multiple case study with three hospital learning communities was conducted during the 2019-2020 academic year, partly during the COVID-19 pandemic.
METHODS
METHODS
The main data were collected by conducting three group interviews and 21 individual interviews with members. A hybrid thematic analysis approach was used.
RESULTS
RESULTS
Seven themes originated from the analysis: learning community features, learning community preconditions, learning community needs, impetus, application, research context and meaningfulness. Individual members applied acquired knowledge, skills and attitudes later or in other situations. Depending on the case, collective application manifested as inventing, consulting or reusing, but this seemed less sustainable in the research context at the time.
CONCLUSIONS
CONCLUSIONS
Application within the nursing learning and working context occurs and is sustained at the individual level even when there are no organized learning community sessions in times of crisis. Framing and facilitators' support can be used to encourage collective application.
Identifiants
pubmed: 39098287
pii: S1471-5953(24)00213-0
doi: 10.1016/j.nepr.2024.104084
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
104084Informations de copyright
Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.