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dc.contributor.authorOlsen, Trude Høgvold
dc.contributor.authorGlad, Tone
dc.contributor.authorFilstad, Cathrine
dc.date.accessioned2018-06-01T10:36:50Z
dc.date.available2018-06-01T10:36:50Z
dc.date.created2018-01-05T15:17:42Z
dc.date.issued2018
dc.identifier.citationJournal of Workplace Learning. 2018, 30 (1), 18-31.nb_NO
dc.identifier.issn1366-5626
dc.identifier.issn1758-7859
dc.identifier.urihttp://hdl.handle.net/11250/2500033
dc.description.abstractPurpose:This paper aims to investigate whether the formal and informal learning patterns of community health-care nurses changed in the wake of a reform that altered their work by introducing new patient groups, and to explore whether conditions in the new workplaces facilitated or impeded shifts in learning patterns. Design/methodology/approach: Data were collected through interviews with experienced nurses in community health care to learn whether and how they changed their learning patterns and the challenges they experienced in establishing new work practices. Findings: In established learning patterns among nurses, the most experienced nurse passes on the knowledge to novices. These knowledge boundaries were challenged and they created new contexts and tasks calling for more cross-disciplinary cooperation. The informants acknowledged the need for formal and informal learning activities to change their learning pattern in addressing new knowledge challenges. Structural and cultural factors in community health care impeded changes in individual and collective learning patterns. Research limitations/implications: This paper reports a single case study. Further study is needed on how changes in structural and contextual conditions challenge the established formal and informal learning patterns. Practical implications: It is crucial that managers facilitate the development of new routines, structures and cultures to support individual initiatives and the growth of necessary changes in established practice to implement a new reform. Originality/value: This study’s contribution to the literature primarily concerns how changes in structural conditions challenge formal and informal learning patterns, and the structural and cultural conditions for these learning patterns.nb_NO
dc.language.isoengnb_NO
dc.publisherEmeraldnb_NO
dc.titleLearning to learn differentlynb_NO
dc.title.alternativeLearning to learn differentlynb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber18-31nb_NO
dc.source.volume30nb_NO
dc.source.journalJournal of Workplace Learningnb_NO
dc.source.issue1nb_NO
dc.identifier.doi10.1108/JWL-04-2017-0032
dc.identifier.cristin1536818
dc.description.localcode1, Forfatterversjonnb_NO
cristin.unitcode158,4,0,0
cristin.unitnameInstitutt for ledelse og organisasjon
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.fulltextpostprint
cristin.qualitycode1


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