Exploring informal workplace learning in primary healthcare for continuous professional development
| Autor: | Viktoria Joynes, Micky Kerr, Tamsin Treasure-Jones |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Inservice Training
Health Personnel Interprofessional Relations General Practice Primary health care Interviews as Topic Workplace learning 03 medical and health sciences Nursing Professional learning community Medical Staff Hospital Humans Learning Medicine Workplace Patient Care Team 030505 public health Primary Health Care ComputingMilieux_THECOMPUTINGPROFESSION business.industry 4. Education 05 social sciences Professional development 050301 education Focus Groups Informal learning Team learning Continuing professional development Education Medical Continuing 0305 other medical science Family Practice business 0503 education Qualitative research |
| Zdroj: | Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors |
| Popis: | Background and objectivesAll health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes.MethodsThree focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities.ResultsTriggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures.ConclusionInformal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators. |
| Databáze: | OpenAIRE |
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