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dc.contributor.authorWilliams, Caroline Vivienen
dc.date.accessioned2019-06-27T13:35:39Z
dc.date.available2019-06-27T13:35:39Z
dc.date.issued2019
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/9820
dc.description.abstractThis research set out to develop a detailed understanding of the role of the facilitator in enabling registered nurses to translate reflective appraisal into work-based learning (WBL). In doing so the research identified contextual issues that impact on WBL, facilitative processes that enable WBL, and outcomes from WBL. A person-centred, action-oriented, participative methodology was developed specifically for this study. It combined a conceptual framework for facilitation (Critical Companionship) with constructs for a critical enquiry. The methodology was operationalised through two year-long action cycles. In each cycle a facilitator/researcher worked in a 1:1 relationship with five registered nurses to facilitate their learning. Each 1:1 session was audio recorded, and a reflective process review was completed. Three times in each action cycle the participants and facilitator/researcher met up as a group to undertake data analysis using a creative reflective approach. The outputs from this were themed by the facilitator/researcher, and the resultant themes and sub-themes were illustrated with extracts from the 1:1 sessions. A reflective synthesis of each theme enabled the development of a model for a Professional Learning Partnership. A Professional Learning Partnership contains a facilitation triad that requires a trusting partnership; activities to maintain stability; and activities to stimulate growth. The facilitation takes place during a professional conversation in a safe space in work. The contextual factors that impact on the learner are their commitment, how safe they feel in work; and how able they are to act. The outcomes for the learners are changes to self, a changed way of being, and professional growth. These lead on to changes to individual practice. This research has added a new methodology to the field of person-centred healthcare research, and a model for a Professional Learning Partnership that contributes to understanding how a facilitator can enable nurses to learn through their work. Key Words: Facilitation; Work-based learning; Professional learning; Person-centred research; Action-oriented methodology;en
dc.publisherQueen Margaret University, Edinburgh
dc.titleTHE ROLE OF A FACILITATOR IN ENABLING REGISTERED NURSES TO TRANSLATE REFLECTIVE APPRAISAL INTO WORK-BASED LEARNING AND AN EVALUATION OF THE OUTCOMES OF THIS LEARNINGen
dc.typeThesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhD Doctor of Philosophy


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