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Title: Using action learning as a strategy for developing nurses in their professional practice : a participative approach to the theory and practice of evaluation enquiry
Author: Seward, Linda
ISNI:       0000 0004 5991 0391
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2016
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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.
Supervisor: Kinchin, Gary ; Waters, Bernadette Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available