Home > Research > Publications & Outputs > Newly qualified doctors' perceptions of informa...

Research

Links

Text available via DOI:

Keywords

View graph of relations

Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice. / Burford, Bryan; Morrow, Gill; Morrison, Jill et al.
In: Journal of Interprofessional Care, Vol. 27, No. 5, 09.2013, p. 394-400.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Burford, B, Morrow, G, Morrison, J, Baldauf, B, Spencer, J, Johnson, N, Rothwell, C, Peile, E, Davies, C, Allen, M & Illing, J 2013, 'Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice', Journal of Interprofessional Care, vol. 27, no. 5, pp. 394-400. https://doi.org/10.3109/13561820.2013.783558

APA

Burford, B., Morrow, G., Morrison, J., Baldauf, B., Spencer, J., Johnson, N., Rothwell, C., Peile, E., Davies, C., Allen, M., & Illing, J. (2013). Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice. Journal of Interprofessional Care, 27(5), 394-400. https://doi.org/10.3109/13561820.2013.783558

Vancouver

Burford B, Morrow G, Morrison J, Baldauf B, Spencer J, Johnson N et al. Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice. Journal of Interprofessional Care. 2013 Sept;27(5):394-400. doi: 10.3109/13561820.2013.783558

Author

Burford, Bryan ; Morrow, Gill ; Morrison, Jill et al. / Newly qualified doctors' perceptions of informal learning from nurses : implications for interprofessional education and practice. In: Journal of Interprofessional Care. 2013 ; Vol. 27, No. 5. pp. 394-400.

Bibtex

@article{02abff79cf61470f863ee7a06ccf13ba,
title = "Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice",
abstract = "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.",
keywords = "Adult, Female, Great Britain, Humans, Interdisciplinary Communication, Learning, Male, Medical Staff, Hospital, Nursing Staff, Hospital, Physician-Nurse Relations, Professional Role, Qualitative Research, Young Adult",
author = "Bryan Burford and Gill Morrow and Jill Morrison and Beate Baldauf and John Spencer and Neil Johnson and Charlotte Rothwell and Ed Peile and Carol Davies and Maggie Allen and Jan Illing",
year = "2013",
month = sep,
doi = "10.3109/13561820.2013.783558",
language = "English",
volume = "27",
pages = "394--400",
journal = "Journal of Interprofessional Care",
issn = "1469-9567",
publisher = "Informa Healthcare",
number = "5",

}

RIS

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 -