‘What perceptions do expert clinicians in a Paediatric Intensive Care Unit hold towards the experience of Workplace Initiated Learning as a means to maintain expertise?: an Interpretative Phenomenological Analysis.

    Student thesis: Doctoral Thesis

    Abstract

    Background: Current literature identifies the importance of lifelong learning (Billett,
    2016, Dornan, 2012; Williams, 2010), and professional bodies require clinicians to
    evidence this commitment, deliver patient-centred Evidence Based Practice and
    accommodate dynamic interprofessional working practices (General Medical Council
    (GMC), 2013; Nursing and Midwifery Council (NMC) 2015; General Pharmaceutical
    Council (GPC), 2017; Health Care Professions Council (HPCP), 2016). Research into
    clinical workplace learning has more commonly focused on pre-registration and undergraduate
    learners and those new to such professional roles (Eraut, 2011; Dornan, 2012).
    This study explores the experiences of clinicians beyond this stage, with participants
    illustrative of the senior professions within the clinical team. Level of expertise is defined
    by their role and qualifications (Gobet, 2016).
    Aim: To explore the ways in which individual clinicians within an expert
    multiprofessional team, in the context of a paediatric intensive care unit, experience
    workplace-initiated learning within the clinical workplace, to increase understanding of
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    this under-researched form of learning at the ‘expert’ level of practice, and to inform
    the development of experts of the future
    Method: Using an interpretative phenomenological analysis (IPA) methodology, data
    were obtained via semi-structured interviews with ten senior clinicians - nurses, doctors,
    advanced nurse practitioners and a pharmacist. Interviews were recorded, transcribed
    verbatim, and iteratively analysed.
    Results: ‘The needs of the child and their family’ – the master theme – evidenced a
    dynamic informal workplace curriculum and fundamentally influenced learning. The first
    super-ordinate theme, ‘The clinical workplace’ demonstrated processes of learning in
    this context and the second, the professed ‘self-identities’ of the participants identified
    motivational factors.
    Summary: This study gives the distinctive perspective of continued learning in the
    workplace, as experienced by a multiprofessional team of expert clinicians, identifying
    the drivers influencing the informal workplace curriculum, and the mechanisms by
    which such practice is not only maintained but also sustained over the course of a
    career.
    Date of Award5 Sep 2019
    Original languageEnglish
    Awarding Institution
    • Edge Hill University
    SupervisorJEREMY BROWN (Director of Studies) & CAROL KELLY (Supervisor)

    Cite this

    ‘What perceptions do expert clinicians in a Paediatric Intensive Care Unit hold towards the experience of Workplace Initiated Learning as a means to maintain expertise?: an Interpretative Phenomenological Analysis.
    COCHRANE, J. (Author). 5 Sep 2019

    Student thesis: Doctoral Thesis