DO ACTION LEARNING SETS FACILITATE COLLABORATIVE DELIBERATIVE LEARNING

DO ACTION LEARNING SETS FACILITATE COLLABORATIVE, DELIBERATIVE LEARNING? A FOCUS GROUP EVALUATION OF MSC PREREGISTRATION NURSING STUDENTS’ EXPERIENCE. – C H A R L O T T E M A D D I S O N & G U S S T R A N G

RESEARCH AIM • To investigate whether by participating in action learning, the MSc pre-registration nursing students have been able to engage in what Michael Eraut (2004) has described as collaborative, deliberative learning.

BACKGROUND –KNOWLEDGE AND LEARNING Knowledge – two types described by Eraut (2000) • Codified – explicit, disseminated through formal programmes of study. It is subject to quality control, peer review and is awarded high status within education. • Personal – explicit or tacit, knowledge that a person brings to a situation, enabling them to think and perform.

BACKGROUND –WORKPLACE LEARNING • Formal education and training provide only a small percentage of what is learned at work (Eraut, 2000, 2004, 2007, 2010). • Much of what is learned in the workplace is classed as non-formal or informal, in that it arises from situations that are not previously agreed or negotiated as learning activities. • Often hidden because it is part of everyday practice, and results from everyday encounters and experiences. • Influenced by social interactions, the need to solve problems and address issues such as productivity and quality, and to cope with change.

BACKGROUND -TYPOLOGY OF INFORMAL LEARNING(ERAUT, 2007) • Based upon three levels of intention. 1. Implicit learning – learning occurs without conscious intent. There is an absence of explicit knowledge. 2. Reactive learning - occurs rapidly within an action, offering limited opportunity to consider that activity. 3. Deliberative learning which will involve a review of previous actions, events and experiences in the workplace, and is likely to relate to work related goals • Each level of learning is in response to a trigger or experience and will involve a degree of reflection. ‘Act of attention’.

BACKGROUND – LEARNING FROM OTHERS: A DELIBERATIVE PROCESS • Learning with and from others is commonly observed in the workplace (Eraut, 2000). • This may occur through the immediate consultations and collaborations with the team or working group, or it could be outside that group. Consistent with the deliberative process described previously. • The success of this approach will depend on the individual’s ability to talk about the prior experience and to think about their knowledge at work (Eraut, 2007), which offers a case for the use of structured reflection to facilitate workplace learning. • ? Does this happen during the action learning sets

ACTION LEARNING • The notions of critical reflection, and collaborative, deliberative learning are consistent with the concept of Action Learning. • Introduced by Revans (1982, 1983, 2011), action learning enables knowledge to be acquired through reflection on what has happened, offering insight into future actions (Weinstein, 1998). • No learning without action and no action without learning (Revans, 1982, 1983, 2011) • Supports Eraut’s (2004) contention that the major source of professional learning is in the workplace.

ACTION LEARNING – THE PROCESS • Action learning involves the development of a group otherwise known as an action learning set(ALS); • Purpose of the ALS is to focus on problems, tasks and/or issues that a set member identifies. • Group members then offer support and challenge to enable the other to make progress on that issue. • It should be purposeful and lead to an action. • The outcome is intended to be the development of the individual, as well as the development of the workplace.

ACTION LEARNING • Action learning requires individuals to undergo a reinterpretation of their existing knowledge and prior experiences, causing them to re-examine ideas that they would otherwise have continued to take for granted (Revans, 1982. 1983, 2011). • Can facilitate the 'act of attention', described by Eraut and enable an individual to critically reflect upon areas of an experience that might otherwise be missed. • Action learning sets are an established part of the pre-registration MSc Nursing Curriculum – NMC requirement for inter-professional education.

METHODOLOGY/METHODS • Interpretivist Research Methodology • Focus Group Interviews – 11 participants • Purposive sampling • Light touch ethics approval • Pairs work on study headings (written) • Interactive group discussion

METHODOLOGY/METHODS • Theme 1: Collaborative/inter-professional learning • Theme 2: Reflection on practice • Theme 3: Problem solving/case studies • Theme 4: Communication • Theme 5: Rejection of codified learning

THEME 1: COLLABORATIVE/INTERPROFESSIONAL LEARNING Social significance of learning • The collegiate identity was a big thing. • I can……empathise with others • You can have a better understanding of how other nursing disciplines view things. • Helps you widen your viewpoint. Dissatisfaction as only nursing • It would be really valuable to involve even more disciplines • It is about exposing you to other disciplines

THEME 2: REFLECTION ON PRACTICE • Opportunities for reflection and deliberative learning: • Time to reflect, and time to discuss those things (the student implied that the action learning sets have allowed this to happen). • Space for reflection thing is working • (in response to the previous participant. ) Yes, and thinking time. • I have been able to reflect with students from other cohorts • Coming here to reflect as a group gives me some kind of comfort • A chance to reflect and I realise it’s ok

THEME 2: REFLECTION ON PRACTICE • Opportunities for reflection and deliberative learning: • We talked about questioning our values and when I am thrown in and have no control. It gave me a chance to reflect and examine the fact that things will not always work as I expect. It gives me a chance to examine my values. Gave me a chance to explore the importance of what I think. To reflect on my inner self and how I value things and how it might be different • I think it helps us get rid of those stereotypical views. • It challenges your professional values

THEME 3: PROBLEM SOLVING/CASE STUDIES Reviewing a case or a scenario or focus upon a specific practice issue most useful • A case for discussion makes it easier. • And it gives being here a reason, and it makes it useful for practice. • Problem-solving. Thinking outside your box. • Like when we did domestic abuse… it generated interesting discussions and questions from the different nursing perspectives. • And when we did the breastfeeding session. (participant agrees with the previous comment) • And the mental health care.

THEME 4: COMMUNICATION Action learning sets had contributed to the development • Builds future communications • Facilitates and promotes good communication • Improves confidence when you speak to colleagues • It promotes communication with people you would not usually communicate with. • Communicate with other and get your point across • Helps improve communication with other nurses • People have brought in own experiences I think it has improved communication

THEME 4: COMMUNICATION Deliberative learning through communication • Communication improves with time as we become more experienced. • Progressively there is a lot more to discuss. • However, the following comment suggested that the participants did not feel that their communication skills had improved as well as they might. • There was quite a few teacher-led sessions which set the tone. This may have stifled communication and learning

THEME 5: REJECTION OF CODIFIED LEARNING Formal education and learning contributes minimally to the overall knowledge utilised when practising in the workplace • In the first year, I didn’t feel like they were meeting the learning outcomes because they (the ALS) were more taught. And so that felt like a real clash with the whole point if they are more rigid and inflexible • Yes, I agree. I didn’t know what it was for but as time has gone on. But the last one with the scenario we had is exactly what I envisaged them to be

CONCLUSIONS • Participants value the opportunity to participate in action learning sets. • Bringing students together from different fields of nursing has potential to enhance their ability to reflect upon and learn from practice experiences, in a supportive environment, thus promoting collaborative learning • Can facilitate purposeful & deliberative learning in terms of outcomes and future actions