Queen Margaret University logo
    • Login
    View Item 
    •   QMU Repositories
    • eResearch
    • School of Health Sciences
    • Nursing
    • View Item
    •   QMU Repositories
    • eResearch
    • School of Health Sciences
    • Nursing
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Participating in a Collaborative Action Learning Set (CAL): beginning the journey

    Date
    2008-02
    Author
    McCormack, Brendan
    Henderson, Elizabeth
    Boomer, Christine
    Collin, Ita
    Robinson, David
    Metadata
    Show full item record
    Citation
    McCormack, B., Henderson, E., Boomer, C., Collin, I. & Robinson, D. (2008) Participating in a Collaborative Action Learning Set (CAL): beginning the journey, Action Learning: Research and Practice, vol. 5, , pp. May-19,
    Abstract
    Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of 'joining a learning set'. This focus has been adopted as the theory of action learning emphasises the principle of 'voluntariness', but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis ('self-preservation' versus 'development of self') discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures.
    Official URL
    http://www.tandfonline.com/doi/full/10.1080/14767330701880184
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/3427
    Collections
    • Nursing

    Queen Margaret University: Research Repositories
    Accessibility Statement | Repository Policies | Contact Us | Send Feedback | HTML Sitemap

     

    Browse

    All QMU RepositoriesCommunities & CollectionsBy YearBy PersonBy TitleBy QMU AuthorBy Research CentreThis CollectionBy YearBy PersonBy TitleBy QMU AuthorBy Research Centre

    My Account

    LoginRegister

    Queen Margaret University: Research Repositories
    Accessibility Statement | Repository Policies | Contact Us | Send Feedback | HTML Sitemap