Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780974
Title: The role of a facilitator in enabling registered nurses to translate reflective appraisal into work-based learning and an evaluation of the outcomes of this learning
Author: Williams, Caroline Vivien
ISNI:       0000 0004 7966 6103
Awarding Body: Queen Margaret University, Edinburgh
Current Institution: Queen Margaret University
Date of Award: 2019
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Abstract:
This research set out to develop a detailed understanding of the role of the facilitator in enabling registered nurses to translate reflective appraisal into work-based learning (WBL). In doing so the research identified contextual issues that impact on WBL, facilitative processes that enable WBL, and outcomes from WBL. A person-centred, action-oriented, participative methodology was developed specifically for this study. It combined a conceptual framework for facilitation (Critical Companionship) with constructs for a critical enquiry. The methodology was operationalised through two year-long action cycles. In each cycle a facilitator/researcher worked in a 1:1 relationship with five registered nurses to facilitate their learning. Each 1:1 session was audio recorded, and a reflective process review was completed. Three times in each action cycle the participants and facilitator/researcher met up as a group to undertake data analysis using a creative reflective approach. The outputs from this were themed by the facilitator/researcher, and the resultant themes and sub-themes were illustrated with extracts from the 1:1 sessions. A reflective synthesis of each theme enabled the development of a model for a Professional Learning Partnership. A Professional Learning Partnership contains a facilitation triad that requires a trusting partnership; activities to maintain stability; and activities to stimulate growth. The facilitation takes place during a professional conversation in a safe space in work. The contextual factors that impact on the learner are their commitment, how safe they feel in work; and how able they are to act. The outcomes for the learners are changes to self, a changed way of being, and professional growth. These lead on to changes to individual practice. This research has added a new methodology to the field of person-centred healthcare research, and a model for a Professional Learning Partnership that contributes to understanding how a facilitator can enable nurses to learn through their work.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.780974  DOI: Not available
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