Learning as doing: Common goals and interests across management and education

Joyce, P. (2012) Learning as doing: Common goals and interests across management and education. Journal of Nursing Management, 20 (1). pp. 113-119. ISSN 09660429 (ISSN)

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Aim The aim of the present study was to evaluate approaches to learning of healthcare professionals in a postgraduate management programme. Background The study was carried out in a higher education institution. Methods An evaluation research study of an inter-professional healthcare group was carried out with students (insider stakeholders), their lecturers and an external examiner (external stakeholders). All three perspectives are presented here. Data were collected by interview, document analysis and reflection. Results The present study focused on the domain of learning as doing, as a major theme of the study, drawing variances between nurses and other healthcare professionals. The study highlights the importance of exploring approaches to learning from a pluralistic stance. Conclusions There is a risk of adopting a narrow approach to education if management programmes are overly influenced by the immediate needs of application of knowledge to practice. Education is influenced by the needs of the students themselves in coming to the programme to acquire knowledge and skills for application to practice. Implications for nursing management Nurses undertaking management programmes need to be facilitated to cope with the conflicting demands of completing tasks on the job, engaging deeply with learning from these demands and becoming empowered to develop professionally and personally. © 2011 Blackwell Publishing Ltd.

Item Type: Article
Additional Information: Cited By :2; Export Date: 23 February 2015; CODEN: JNMNE; Correspondence Address: Joyce, P.; Institute of Leadership, Royal College of Surgeons in Ireland, RCSI Reservoir House, Ballymoss Road, Dublin 18, Ireland; email: pjoyce@rcsi.ie; References: Allan, J., Learning outcomes in higher education (1996) Studies in Higher Education, 21 (1), pp. 93-108; Ashworth, P., Greasley, K., The phenomenology of 'approach to studying': the idiographic turn (2009) Studies in Higher Education, 34 (5), pp. 561-576; Barnett, R., (1990) The Idea of Higher Education, , Open University Press/Society for Research into Higher Education, Buckingham; Barnett, R., (1992) Improving Higher Education, , Open University Press/Society for Research into Higher Education/Open University Press, Buckingham; Barnett, R., Supercomplexity and the curriculum (2000) Studies in Higher Education, 25 (3), pp. 255-265; Barnett, R., Coate, K., (2005) Engaging the Curriculum in Higher Education, , Open University Press/Society for Research into Higher Education, Buckingham; Baxter Magolda, M., Educating students for self-authorship (2009) The University and its Disciplines. Teaching and Learning Within and Beyond Disciplinary Boundaries, pp. 143-156. , (C. Kreber ed.). Routledge, London; Benner, P., Sutphen, M., Learning across the professions: the clergy, a case in point (2007) Journal of Nursing Education, 46 (3), pp. 103-108; Biggs, J., What do inventories of students' learning processes really measure? A theoretical review and clarification (1993) British Journal of Educational Psychology, 63 (1), pp. 3-19; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University, , 3rd edn. Open University Press/Society for Research into Higher Education, Buckingham; Bruner, J.S., (1974) Beyond the Information Given; Studies in the Psychology of Knowing, , Alien and Unwin, London; Cowan, J., George, J.W., Pinheiro-Torres, A., Alignment of developments in higher education (2004) Higher Education, 48 (4), pp. 439-459; Drennan, J., Critical thinking as an outcome of a Master's degree in nursing programme (2010) Journal of Advanced Nursing, 66 (2), pp. 422-431; Drennan, J., Hyde, A., Social selection and professional regulation for Master's degrees for nurses (2008) Journal of Advanced Nursing, 63 (5), pp. 486-493; Druker, P., What executives should remember (2006) Harvard Business Review, 84 (2), pp. 144-152; Entwistle, N., Ramsden, P., (1983) Understanding Student Learning, , Croom Helm, London; Entwistle, N., Hanley, M., Hounsell, D., Identifying distinctive approaches to studying (1979) Higher Education, 8 (4), pp. 365-380; Giorgi, A., The phenomenological psychology of learning and the verbal learning tradition (1985) Phenomenology and Psychological Research, pp. 23-83. , (A. Giorgi ed.). Duquesne University Press, Pittsburgh, PA; Greasley, K., Ashworth, P.D., The phenomenology of 'approach to studying': the university student's studies within the life world (2007) British Educational Research Journal, 33 (7), pp. 819-843; Guba, E.G., Lincoln, Y.S., (1989) Fourth Generation Evaluation, , Sage, Thousand Oaks, CA; Havnes, A., Peer-mediated learning beyond the curriculum (2008) Studies in Higher Education, 33 (2), pp. 193-204; Joyce, P., (2010) Approaches to learning of healthcare professionals in an outcomes-based curriculum, , Unpublished thesis, Dublin City University, Dublin; Kemp, B., (1999) Curriculum Planning with 'Learning Outcomes': A Theoretical Analysis, , Management Research Centre, Wolverhampton Business School, University of Wolverhampton. Working Paper Series June 1999. Number. WP004/99 URL [accessed on 20 May 2008]; Marton, F., Hounsell, D., Entwistle, N., (1985) The Experience of Learning: Implications for Teaching and Studying in Higher Education, , (eds) 3rd (Internet) edn. University of Edinburgh, Centre for teaching, Learning and Assessment. [accessed on 3 February 2009]; Morgan, G., (2006) Images of Organizations, , updated edn.) Sage Publications, London; Ramsden, P., (1992) Learning to Teach in Higher Education, , Routledge, London; Saljo, R., (1979) Learning in the Learner's Perspective. 1: Some Common Sense Conceptions, , Report No. 76). Institute of Education, University of Goteborg, Sweden; Shulman, L.S., Signature pedagogies (2005) Daedalus, 134 (3), pp. 52-59
Uncontrolled Keywords: Approaches; Evaluation; Learning; Management; Post-graduate; article; education; health personnel attitude; human; methodology; nurse administrator; nursing education; nursing evaluation research; nursing methodology research; organization; organization and management; psychological aspect; Attitude of Health Personnel; Education, Nursing, Graduate; Humans; Nurse Administrators; Nursing Education Research; Organizational Objectives
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 09:51
URI: http://eprints.teachingandlearning.ie/id/eprint/2614

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