The University of Southampton
University of Southampton Institutional Repository

Using action learning as a strategy for developing nurses in their professional practice: a participative approach to the theory and practice of evaluation enquiry

Using action learning as a strategy for developing nurses in their professional practice: a participative approach to the theory and practice of evaluation enquiry
Using action learning as a strategy for developing nurses in their professional practice: a participative approach to the theory and practice of evaluation enquiry
This thesis describes the findings of an evaluation study designed to examine the development of ten healthcare practitioners (nurses) through action learning. The study explored how action learning can be used as a learning strategy to help nurses in their professional practice. The study aimed to investigate how one approach to work-based learning, action learning, potentially influences how nurses learn. The study adopts a stakeholder-evaluation approach, which involves discovering how participants experience action learning through being a set facilitator, set presenter, and set member. This evaluation strategy is located within the interpretive/constructivist paradigm and draws from social research evaluation methods, including fourth-generation evaluation (Guba and Lincoln, 1989). This study views evaluation as the systematic exploration and judgement of working practices, experiences and outcomes through a process of dialogue. Therefore, rather than defining evaluation in terms of measurement, the research focus is one of qualitative enquiry.Based on the findings of a range of evaluation methods, it is suggested that action learning could be used as part of a strategy to enable participants to learn from experience and develop techniques for using action learning and its associated processes for the purposes of facilitating learning in the workplace and, thus, become more effective in their learning and development role. In addition, the findings suggest that an individual’s learning style is an important consideration when setting up action-learning programmes. The value of using action-learning techniques to enable individuals to explore and develop their learning and development skills is evidenced. The contribution that facilitation expertise can make to personal development, supporting and developing others and enabling quality patient care is outlined. Recommendations indicate the need for organisations to share a common vision and strategy for embedding learning and development into the workplace. The study concludes by recommending eight learning principles to guide participants, facilitators and organisations in their use of action learning.
Seward, Linda
d67a3d70-2b66-46bc-b721-7b89da8cecb8
Seward, Linda
d67a3d70-2b66-46bc-b721-7b89da8cecb8
Kinchin, Gary
04cfb5e4-89a6-479a-9426-8534944436a4
Waters, Bernadette
e68b795f-ead9-4cd5-9d8b-916c4ad852ce

Seward, Linda (2016) Using action learning as a strategy for developing nurses in their professional practice: a participative approach to the theory and practice of evaluation enquiry. University of Southampton, School of Education, Doctoral Thesis, 207pp.

Record type: Thesis (Doctoral)

Abstract

This thesis describes the findings of an evaluation study designed to examine the development of ten healthcare practitioners (nurses) through action learning. The study explored how action learning can be used as a learning strategy to help nurses in their professional practice. The study aimed to investigate how one approach to work-based learning, action learning, potentially influences how nurses learn. The study adopts a stakeholder-evaluation approach, which involves discovering how participants experience action learning through being a set facilitator, set presenter, and set member. This evaluation strategy is located within the interpretive/constructivist paradigm and draws from social research evaluation methods, including fourth-generation evaluation (Guba and Lincoln, 1989). This study views evaluation as the systematic exploration and judgement of working practices, experiences and outcomes through a process of dialogue. Therefore, rather than defining evaluation in terms of measurement, the research focus is one of qualitative enquiry.Based on the findings of a range of evaluation methods, it is suggested that action learning could be used as part of a strategy to enable participants to learn from experience and develop techniques for using action learning and its associated processes for the purposes of facilitating learning in the workplace and, thus, become more effective in their learning and development role. In addition, the findings suggest that an individual’s learning style is an important consideration when setting up action-learning programmes. The value of using action-learning techniques to enable individuals to explore and develop their learning and development skills is evidenced. The contribution that facilitation expertise can make to personal development, supporting and developing others and enabling quality patient care is outlined. Recommendations indicate the need for organisations to share a common vision and strategy for embedding learning and development into the workplace. The study concludes by recommending eight learning principles to guide participants, facilitators and organisations in their use of action learning.

PDF
Final Thesis Linda Seward.pdf - Other
Available under License University of Southampton Thesis Licence.
Download (1MB)

More information

Published date: September 2016
Organisations: University of Southampton, Southampton Education School

Identifiers

Local EPrints ID: 403076
URI: https://eprints.soton.ac.uk/id/eprint/403076
PURE UUID: 6631e4ee-c481-47f0-8d0e-10866f5d60fa

Catalogue record

Date deposited: 05 Dec 2016 13:32
Last modified: 17 Jul 2017 17:45

Export record

Contributors

Author: Linda Seward
Thesis advisor: Gary Kinchin
Thesis advisor: Bernadette Waters

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×