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Title: Using a Community of Practice approach to understand collaborative knowledge development amongst mental health nurse students and practitioners
Author: Walsh, Andrew John
ISNI:       0000 0004 6347 7084
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2017
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Student learning approach theories dominate higher education pedagogy resulting in an emphasis upon individual learning. Primarily using Communities of Practice theory this thesis is a phenomenological study investigating social learning processes amongst student and qualified mental health nurses. Study questions were: • How does student social participation support development of learning for student mental health nurses? • How does community participation support the practice of qualified mental health nurses? • What are the implications of this study for pedagogical design? The study involved fourteen semi-structured interviews with student mental health nurses and practicing mental health nurses. Data was analysed using a process of interpretive phenomenological analysis as well as a value creation framework designed by Wenger et al (2010). Findings. • Social interaction is central to learning. • Individual thinking develops in a dynamic interaction with practice whilst practice develops through interaction with the individual. • Social interaction and learning involve identity change. • A range of social situations influences learning. Attempts to understand learning by examining just one aspect (i.e. the classroom) may produce an incomplete picture. • Power dynamics influence learning outcomes. • Individual learning approach theory and situated learning theories are not as opposed as originally assumed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB Theory and practice of education