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An exploration of informal learning experiences of individuals case managing people affected by traumatic brain injury

An exploration of informal learning experiences of individuals case managing people affected by traumatic brain injury
An exploration of informal learning experiences of individuals case managing people affected by traumatic brain injury
Case management (CM) is a process used worldwide to rehabilitate people with complex health conditions such as traumatic brain injury (TBI). TBI is the worlds’ foremost cause of mortality and disability (Roozenbeek et al., 2013). TBI generates a unique kaleidoscope of highly challenging physical, cognitive, social, and community problems, often needing simultaneous management. Therefore, CM of people affected by TBI requires a breadth of knowledge to respond to such varying needs. This relatively new role is undertaken by academically and professionally diverse people; however, how CM knowledge develops is poorly understood.

The contribution of knowledge acquired outside structured learning processes is recognised internationally (Singh, 2012). Early literature encapsulated this as “informal learning” (IL) (Marsick and Watkins, 1990). Recognition and value of IL arising from workplace experience is increasing (Norcini, 2016). However, IL experiences occurring beyond the workplace that have the potential to influence professional conduct are rarely considered (Jensen 2007).

This qualitative research study explores the breadth of experiences that practitioners consider have informed their CM role in supporting people affected by TBI. The researcher draws on a constructionist ontology acknowledging the multiple ways case managers learn from experience and a relativist epistemology that supports her interpretation of the data arising from her (own) professional knowledge.

Semi-structured interviews were conducted with a purposive sample of 22 diverse practitioners and these were analysed using thematic analysis. Four key themes emerged:
- Shaping the sense of professional self
- Experience of illness, injury, disability
- Experience of violence
- Experience of role models and champions

Within each theme, sub-themes arose indicating that IL supports the development of numerous attributes participants considered necessary for the role. Insight and empathy occurred most frequently. This study indicates that IL experiences beyond workplaces are helpful in contributing to CM knowledge needed to support people affected by TBI.
University of Southampton
Saltrese, Allison
695b1774-a916-4a86-9d14-6f0fff1ee39f
Saltrese, Allison
695b1774-a916-4a86-9d14-6f0fff1ee39f
Donovan-Hall, Margaret
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Waters, Bernadette
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Meyer, Edgar
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Saltrese, Allison (2018) An exploration of informal learning experiences of individuals case managing people affected by traumatic brain injury. University of Southampton, Doctoral Thesis, 336pp.

Record type: Thesis (Doctoral)

Abstract

Case management (CM) is a process used worldwide to rehabilitate people with complex health conditions such as traumatic brain injury (TBI). TBI is the worlds’ foremost cause of mortality and disability (Roozenbeek et al., 2013). TBI generates a unique kaleidoscope of highly challenging physical, cognitive, social, and community problems, often needing simultaneous management. Therefore, CM of people affected by TBI requires a breadth of knowledge to respond to such varying needs. This relatively new role is undertaken by academically and professionally diverse people; however, how CM knowledge develops is poorly understood.

The contribution of knowledge acquired outside structured learning processes is recognised internationally (Singh, 2012). Early literature encapsulated this as “informal learning” (IL) (Marsick and Watkins, 1990). Recognition and value of IL arising from workplace experience is increasing (Norcini, 2016). However, IL experiences occurring beyond the workplace that have the potential to influence professional conduct are rarely considered (Jensen 2007).

This qualitative research study explores the breadth of experiences that practitioners consider have informed their CM role in supporting people affected by TBI. The researcher draws on a constructionist ontology acknowledging the multiple ways case managers learn from experience and a relativist epistemology that supports her interpretation of the data arising from her (own) professional knowledge.

Semi-structured interviews were conducted with a purposive sample of 22 diverse practitioners and these were analysed using thematic analysis. Four key themes emerged:
- Shaping the sense of professional self
- Experience of illness, injury, disability
- Experience of violence
- Experience of role models and champions

Within each theme, sub-themes arose indicating that IL supports the development of numerous attributes participants considered necessary for the role. Insight and empathy occurred most frequently. This study indicates that IL experiences beyond workplaces are helpful in contributing to CM knowledge needed to support people affected by TBI.

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Saltrese A Final Thesis 2018 April - Version of Record
Available under License University of Southampton Thesis Licence.
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Published date: April 2018

Identifiers

Local EPrints ID: 421176
URI: https://eprints.soton.ac.uk/id/eprint/421176
PURE UUID: 6945a63f-f9ae-4f06-8f8a-609a1fd6c79b

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Date deposited: 24 May 2018 16:30
Last modified: 13 Mar 2019 18:27

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