Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Newly qualified doctors' perceptions of informal learning from nurses
T2 - implications for interprofessional education and practice
AU - Burford, Bryan
AU - Morrow, Gill
AU - Morrison, Jill
AU - Baldauf, Beate
AU - Spencer, John
AU - Johnson, Neil
AU - Rothwell, Charlotte
AU - Peile, Ed
AU - Davies, Carol
AU - Allen, Maggie
AU - Illing, Jan
PY - 2013/9
Y1 - 2013/9
N2 - Newly qualified doctors spend much of their time with nurses, but little research has considered informal learning during that formative contact. This article reports findings from a multiple case study that explored what newly qualified doctors felt they learned from nurses in the workplace. Analysis of interviews conducted with UK doctors in their first year of practice identified four overarching themes: attitudes towards working with nurses, learning about roles, professional hierarchies and learning skills. Informal learning was found to contribute to the newly qualified doctors' knowledge of their own and others' roles. A dynamic hierarchy was identified: one in which a "pragmatic hierarchy" recognising nurses' expertise was superseded by a "normative structural hierarchy" that reinforced the notion of medical dominance. Alongside the implicit learning of roles, nurses contributed to the explicit learning of skills and captured doctors' errors, with implications for patient safety. The findings are discussed in relation to professional socialisation. Issues of power between the professions are also considered. It is concluded that increasing both medical and nursing professions' awareness of informal workplace learning may improve the efficiency of education in restricted working hours. A culture in which informal learning is embedded may also have benefits for patient safety.
AB - Newly qualified doctors spend much of their time with nurses, but little research has considered informal learning during that formative contact. This article reports findings from a multiple case study that explored what newly qualified doctors felt they learned from nurses in the workplace. Analysis of interviews conducted with UK doctors in their first year of practice identified four overarching themes: attitudes towards working with nurses, learning about roles, professional hierarchies and learning skills. Informal learning was found to contribute to the newly qualified doctors' knowledge of their own and others' roles. A dynamic hierarchy was identified: one in which a "pragmatic hierarchy" recognising nurses' expertise was superseded by a "normative structural hierarchy" that reinforced the notion of medical dominance. Alongside the implicit learning of roles, nurses contributed to the explicit learning of skills and captured doctors' errors, with implications for patient safety. The findings are discussed in relation to professional socialisation. Issues of power between the professions are also considered. It is concluded that increasing both medical and nursing professions' awareness of informal workplace learning may improve the efficiency of education in restricted working hours. A culture in which informal learning is embedded may also have benefits for patient safety.
KW - Adult
KW - Female
KW - Great Britain
KW - Humans
KW - Interdisciplinary Communication
KW - Learning
KW - Male
KW - Medical Staff, Hospital
KW - Nursing Staff, Hospital
KW - Physician-Nurse Relations
KW - Professional Role
KW - Qualitative Research
KW - Young Adult
U2 - 10.3109/13561820.2013.783558
DO - 10.3109/13561820.2013.783558
M3 - Journal article
C2 - 23659622
VL - 27
SP - 394
EP - 400
JO - Journal of Interprofessional Care
JF - Journal of Interprofessional Care
SN - 1469-9567
IS - 5
ER -