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Professional and organizational learning: analysing the relationship with the development of practice
Professional and organizational learning: analysing the relationship with the development of practice Background. Organizational and professional learning are interrelated processes that underpin the contemporary drive for a quality evidence‐based delivery of health care in the United Kingdom (UK)....
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| Published in: | Journal of advanced nursing 2001-04, Vol.34 (2), p.264-272 |
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| Main Authors: | , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c4933-e0e47949669c916f68ce24578911f5a7e20369caf0c9c35d024034a01f1aa29e3 |
| container_end_page | 272 |
| container_issue | 2 |
| container_start_page | 264 |
| container_title | Journal of advanced nursing |
| container_volume | 34 |
| creator | Clarke, Charlotte L. Wilcockson, Jane |
| description | Professional and organizational learning: analysing the relationship with the development of practice
Background. Organizational and professional learning are interrelated processes that underpin the contemporary drive for a quality evidence‐based delivery of health care in the United Kingdom (UK).
Design. A soft systems methodology was used to explore the pervasiveness of practice developments. Three case study sites were identified using matrix sampling and data collected through 29 individual interviews and two focus group interviews, with the interviews augmented with a tool designed to maximize analysis of the processes of developing practice.
Findings. The resultant model of developing health care practice includes three processes: using and creating knowledge, understanding and practice of patient care, and effecting development. The whole model was underpinned by professional and organizational learning in which `expert thinkers' engaged in double loop learning to reconceptualize care rather than just perpetuate existing patterns of care delivery. |
| doi_str_mv | 10.1046/j.1365-2648.2001.01753.x |
| format | article |
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Background. Organizational and professional learning are interrelated processes that underpin the contemporary drive for a quality evidence‐based delivery of health care in the United Kingdom (UK).
Design. A soft systems methodology was used to explore the pervasiveness of practice developments. Three case study sites were identified using matrix sampling and data collected through 29 individual interviews and two focus group interviews, with the interviews augmented with a tool designed to maximize analysis of the processes of developing practice.
Findings. The resultant model of developing health care practice includes three processes: using and creating knowledge, understanding and practice of patient care, and effecting development. The whole model was underpinned by professional and organizational learning in which `expert thinkers' engaged in double loop learning to reconceptualize care rather than just perpetuate existing patterns of care delivery.</description><identifier>ISSN: 0309-2402</identifier><identifier>EISSN: 1365-2648</identifier><identifier>DOI: 10.1046/j.1365-2648.2001.01753.x</identifier><identifier>PMID: 11430289</identifier><identifier>CODEN: JANUDP</identifier><language>eng</language><publisher>Oxford UK: Blackwell Science Ltd</publisher><subject>action research ; Attitude of Health Personnel ; Case studies ; Data collection ; Education, Nursing, Continuing - organization & administration ; Evidence based medicine ; Focus Groups ; Health care ; Health Knowledge, Attitudes, Practice ; Health Services Research ; Humans ; Knowledge ; Learning ; Models, Educational ; Models, Nursing ; Models, Organizational ; Nurses - psychology ; Nursing ; Nursing Evaluation Research - organization & administration ; nursing health care ; Organizational Culture ; Organizational learning ; practice development ; Professional Autonomy ; Professional development ; Professional learning ; Professionals ; Questionnaires ; R&D ; Research & development ; Research Personnel - psychology ; Staff Development - organization & administration ; Surveys and Questionnaires ; Systems Analysis ; United Kingdom</subject><ispartof>Journal of advanced nursing, 2001-04, Vol.34 (2), p.264-272</ispartof><rights>Copyright Blackwell Science Ltd. Apr 2001</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4933-e0e47949669c916f68ce24578911f5a7e20369caf0c9c35d024034a01f1aa29e3</citedby><cites>FETCH-LOGICAL-c4933-e0e47949669c916f68ce24578911f5a7e20369caf0c9c35d024034a01f1aa29e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27923,27924,30998,30999</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/11430289$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Clarke, Charlotte L.</creatorcontrib><creatorcontrib>Wilcockson, Jane</creatorcontrib><title>Professional and organizational learning: analysing the relationship with the development of practice</title><title>Journal of advanced nursing</title><addtitle>J Adv Nurs</addtitle><description>Professional and organizational learning: analysing the relationship with the development of practice
Background. Organizational and professional learning are interrelated processes that underpin the contemporary drive for a quality evidence‐based delivery of health care in the United Kingdom (UK).
Design. A soft systems methodology was used to explore the pervasiveness of practice developments. Three case study sites were identified using matrix sampling and data collected through 29 individual interviews and two focus group interviews, with the interviews augmented with a tool designed to maximize analysis of the processes of developing practice.
Findings. The resultant model of developing health care practice includes three processes: using and creating knowledge, understanding and practice of patient care, and effecting development. The whole model was underpinned by professional and organizational learning in which `expert thinkers' engaged in double loop learning to reconceptualize care rather than just perpetuate existing patterns of care delivery.</description><subject>action research</subject><subject>Attitude of Health Personnel</subject><subject>Case studies</subject><subject>Data collection</subject><subject>Education, Nursing, Continuing - organization & administration</subject><subject>Evidence based medicine</subject><subject>Focus Groups</subject><subject>Health care</subject><subject>Health Knowledge, Attitudes, Practice</subject><subject>Health Services Research</subject><subject>Humans</subject><subject>Knowledge</subject><subject>Learning</subject><subject>Models, Educational</subject><subject>Models, Nursing</subject><subject>Models, Organizational</subject><subject>Nurses - psychology</subject><subject>Nursing</subject><subject>Nursing Evaluation Research - organization & administration</subject><subject>nursing health care</subject><subject>Organizational Culture</subject><subject>Organizational learning</subject><subject>practice development</subject><subject>Professional Autonomy</subject><subject>Professional development</subject><subject>Professional learning</subject><subject>Professionals</subject><subject>Questionnaires</subject><subject>R&D</subject><subject>Research & development</subject><subject>Research Personnel - psychology</subject><subject>Staff Development - organization & administration</subject><subject>Surveys and Questionnaires</subject><subject>Systems Analysis</subject><subject>United Kingdom</subject><issn>0309-2402</issn><issn>1365-2648</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqNkV9rFDEUxYModq1-BRl80KcZ82-SieBDKba1liqi2LcQs3e6WbOTMZltd_vpzewsFXxQ4UIu9_7OgZuDUEFwRTAXr5cVYaIuqeBNRTEmFSayZtXmAZrdLx6iGWZYlZRjeoCepLTMIKOUPkYHhHCGaaNmCD7F0EJKLnTGF6abFyFem87dmWEaeTCxc931m7w0fptyWwwLKCL4HZIWri9u3bDYTedwAz70K-iGIrRFH40dnIWn6FFrfIJn-_cQfT159-X4rLz4ePr--OiitFwxVgIGLhVXQiiriGhFY4HyWjaKkLY2EihmeWVabJVl9Rzn2xg3mLTEGKqAHaJXk28fw881pEGvXLLgvekgrJOWghMicmXy5d9JrASRDf4nWEtOGROj44s_wGVYx_xnSVNGueK5MtRMkI0hpQit7qNbmbjVBOsxWr3UY4J6TFCP0epdtHqTpc_3_uvvK5j_Fu6zzMDbCbh1Hrb_bazPjy7HLuvLSe_SAJt7vYk_tJBM1vrb5an-cFVffT4hZ_qc_QLTO8Da</recordid><startdate>200104</startdate><enddate>200104</enddate><creator>Clarke, Charlotte L.</creator><creator>Wilcockson, Jane</creator><general>Blackwell Science Ltd</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>200104</creationdate><title>Professional and organizational learning: analysing the relationship with the development of practice</title><author>Clarke, Charlotte L. ; Wilcockson, Jane</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4933-e0e47949669c916f68ce24578911f5a7e20369caf0c9c35d024034a01f1aa29e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>action research</topic><topic>Attitude of Health Personnel</topic><topic>Case studies</topic><topic>Data collection</topic><topic>Education, Nursing, Continuing - organization & administration</topic><topic>Evidence based medicine</topic><topic>Focus Groups</topic><topic>Health care</topic><topic>Health Knowledge, Attitudes, Practice</topic><topic>Health Services Research</topic><topic>Humans</topic><topic>Knowledge</topic><topic>Learning</topic><topic>Models, Educational</topic><topic>Models, Nursing</topic><topic>Models, Organizational</topic><topic>Nurses - psychology</topic><topic>Nursing</topic><topic>Nursing Evaluation Research - organization & administration</topic><topic>nursing health care</topic><topic>Organizational Culture</topic><topic>Organizational learning</topic><topic>practice development</topic><topic>Professional Autonomy</topic><topic>Professional development</topic><topic>Professional learning</topic><topic>Professionals</topic><topic>Questionnaires</topic><topic>R&D</topic><topic>Research & development</topic><topic>Research Personnel - psychology</topic><topic>Staff Development - organization & administration</topic><topic>Surveys and Questionnaires</topic><topic>Systems Analysis</topic><topic>United Kingdom</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Clarke, Charlotte L.</creatorcontrib><creatorcontrib>Wilcockson, Jane</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of advanced nursing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Clarke, Charlotte L.</au><au>Wilcockson, Jane</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Professional and organizational learning: analysing the relationship with the development of practice</atitle><jtitle>Journal of advanced nursing</jtitle><addtitle>J Adv Nurs</addtitle><date>2001-04</date><risdate>2001</risdate><volume>34</volume><issue>2</issue><spage>264</spage><epage>272</epage><pages>264-272</pages><issn>0309-2402</issn><eissn>1365-2648</eissn><coden>JANUDP</coden><abstract>Professional and organizational learning: analysing the relationship with the development of practice
Background. Organizational and professional learning are interrelated processes that underpin the contemporary drive for a quality evidence‐based delivery of health care in the United Kingdom (UK).
Design. A soft systems methodology was used to explore the pervasiveness of practice developments. Three case study sites were identified using matrix sampling and data collected through 29 individual interviews and two focus group interviews, with the interviews augmented with a tool designed to maximize analysis of the processes of developing practice.
Findings. The resultant model of developing health care practice includes three processes: using and creating knowledge, understanding and practice of patient care, and effecting development. The whole model was underpinned by professional and organizational learning in which `expert thinkers' engaged in double loop learning to reconceptualize care rather than just perpetuate existing patterns of care delivery.</abstract><cop>Oxford UK</cop><pub>Blackwell Science Ltd</pub><pmid>11430289</pmid><doi>10.1046/j.1365-2648.2001.01753.x</doi><tpages>9</tpages></addata></record> |
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| identifier | ISSN: 0309-2402 |
| ispartof | Journal of advanced nursing, 2001-04, Vol.34 (2), p.264-272 |
| issn | 0309-2402 1365-2648 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_764116116 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); Wiley |
| subjects | action research Attitude of Health Personnel Case studies Data collection Education, Nursing, Continuing - organization & administration Evidence based medicine Focus Groups Health care Health Knowledge, Attitudes, Practice Health Services Research Humans Knowledge Learning Models, Educational Models, Nursing Models, Organizational Nurses - psychology Nursing Nursing Evaluation Research - organization & administration nursing health care Organizational Culture Organizational learning practice development Professional Autonomy Professional development Professional learning Professionals Questionnaires R&D Research & development Research Personnel - psychology Staff Development - organization & administration Surveys and Questionnaires Systems Analysis United Kingdom |
| title | Professional and organizational learning: analysing the relationship with the development of practice |
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