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Title: What perceptions do expert clinicians in a Paediatric Intensive Care Unit hold towards the experience of Workplace Initiated Learning as a means to maintain expertise? : an Interpretative Phenomenological Analysis
Author: Cochrane, Jill
ISNI:       0000 0004 7973 2828
Awarding Body: Edge Hill University
Current Institution: Edge Hill University
Date of Award: 2019
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Background: Current literature identifies the importance of lifelong learning (Billett, 2016, Dornan, 2012; Williams, 2010), and professional bodies require clinicians to evidence this commitment, deliver patient-centred Evidence Based Practice and accommodate dynamic interprofessional working practices (General Medical Council (GMC), 2013; Nursing and Midwifery Council (NMC) 2015; General Pharmaceutical Council (GPC), 2017; Health Care Professions Council (HPCP), 2016). Research into clinical workplace learning has more commonly focused on pre-registration and undergraduate learners and those new to such professional roles (Eraut, 2011; Dornan, 2012). This study explores the experiences of clinicians beyond this stage, with participants illustrative of the senior professions within the clinical team. Level of expertise is defined by their role and qualifications (Gobet, 2016). Aim: To explore the ways in which individual clinicians within an expert multiprofessional team, in the context of a paediatric intensive care unit, experience workplace-initiated learning within the clinical workplace, to increase understanding of 13 this under-researched form of learning at the 'expert' level of practice, and to inform the development of experts of the future Method: Using an interpretative phenomenological analysis (IPA) methodology, data were obtained via semi-structured interviews with ten senior clinicians - nurses, doctors, advanced nurse practitioners and a pharmacist. Interviews were recorded, transcribed verbatim, and iteratively analysed. Results: 'The needs of the child and their family' - the master theme - evidenced a dynamic informal workplace curriculum and fundamentally influenced learning. The first super-ordinate theme, 'The clinical workplace' demonstrated processes of learning in this context and the second, the professed 'self-identities' of the participants identified motivational factors. Summary: This study gives the distinctive perspective of continued learning in the workplace, as experienced by a multiprofessional team of expert clinicians, identifying the drivers influencing the informal workplace curriculum, and the mechanisms by which such practice is not only maintained but also sustained over the course of a career.
Supervisor: Brown, Jeremy ; Kelly, Carol Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available