Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-19T03:09:34.824Z Has data issue: false hasContentIssue false
This chapter is part of a book that is no longer available to purchase from Cambridge Core

3 - Action learning: a new way of problem solving in perioperative settings

By
Anne Jones  and
Trish Prescott
Edited by
Brian Smith ,
Paul Rawling ,
Paul Wicker  and
Chris Jones
Brian Smith
Affiliation:
Edge Hill College of Higher Education, Ormskirk
Paul Rawling
Affiliation:
Edge Hill College of Higher Education, Ormskirk
Paul Wicker
Affiliation:
Edge Hill College of Higher Education, Ormskirk
Chris Jones
Affiliation:
Edge Hill College of Higher Education, Ormskirk
Get access

Summary

Key Learning Points

  • Provide an understanding of the concept of action learning

  • Explore the role of an action learning set and its potential as a continuing professional development experience within perioperative settings

  • Examine the potential for action learning as a problem-solving process in the context of a dynamic NHS

Introduction

In 2000 the NHS Plan was launched (Department of Health 2000a). Current frameworks for the design and delivery of responsive services are built on the principle of ensuring that clear national standards are developed that are supported by evidence-based guidance. This is in order that the quality of care provided by healthcare professionals is raised (Department of Health 2000b).

In addition, the government is committed to putting quality at the forefront of the NHS: healthcare professionals have a key part to play in this. Quality assurance or health governance requires an inclusive approach embracing all those working within it inclusive of patients and carers. The aim is that clinical practice is evidence based and that best practice is disseminated throughout the service.

Within the NHS Plan there was a commitment to ensuring that the NHS should be a model employer (Department of Health 2000a). The provision of lifelong learning opportunities was seen as fundamental to this. A framework for lifelong learning was developed (Department of Health 2001), which outlined a programme for modernizing learning and development. This was underpinned by the ‘Skills Escalator’, which is a strategy for recruiting a more diverse range of people to the NHS and for enabling new and existing staff to develop their skills continuously and take on new roles.

Type
Chapter
Information
Core Topics in Operating Department Practice
Leadership and Management
 , pp. 19 - 27
Publisher: Cambridge University Press
Print publication year: 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bourner, T. & Frost, P. (1996). The experience of action learning in higher education. Education and Training, 3898, 22–31.CrossRefGoogle Scholar
Bourner, T., Cooper, A. & France, L. (2000). Action learning across a university community. Innovations in Education and Training International, 37, 2–9.CrossRefGoogle Scholar
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.Google Scholar
Covey, S. (1992). The Seven Habits of Highly Effective People: Personal Workbook. London: Simon Schuster.Google Scholar
,Department of Health (2000a). The NHS Plan: A Plan for Investment, a Plan for Reform. London: The Stationery Office.
,Department of Health (2000b). A Health Service of all the Talents: Developing the NHS Workforce. London: The Stationery Office.
,Department of Health (2001). Working Together: Learning Together. A Framework for Lifelong Learning for the NHS. London: The Stationery Office.
,Department of Health (2003). Agenda for Change: Modernising the NHS Pay System. London: The Stationery Office.
,Department of Health (2008a). High Quality Care for All: NHS Next Stage Review Final Report. London: The Stationery Office.
,Department of Health (2008b). A High Quality Workforce: NHS Next Stage Review. London: The Stationery Office.
Glaze, J. E. (2002). Stages in coming to terms with reflection: student advance nurse practitioners' perceptions of their reflective journeys. Journal of Advanced Nursing, 37, 265–272.CrossRefGoogle Scholar
Holton, D. & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, 127–143.CrossRefGoogle Scholar
Illes, V. (2006). Really Managing Health Care, 2nd edn. Milton Keynes, UK: Open University Press.Google Scholar
Johnson, C. (1998). The essential principles of action learning. Journal of Workplace Learning, 10, 296–300.CrossRefGoogle Scholar
Lawson, J., Beaty, L., Bourner, T. & O'Hara, S. (1997). Action learning comes of age – part 4: where and when?Education Training, 39, 225–229.CrossRefGoogle Scholar
Lewin, K. (1951). Field Theory in Social Science, New York: Harper Row.Google Scholar
Marsh, P. & Wood, B. (2001). Pressed for results – an action learning project in practice. Industrial and Commercial Training, 33, 32–36.CrossRefGoogle Scholar
McGill, I. & Beaty, L. (1995). Action Learning in Practice. London: Kogan Page.Google Scholar
Pedler, M. (1996). Action Learning for Managers. London: Lemos & Crane.Google Scholar
Pickton, D. W. & Wright, S. (1998). What's SWOT in strategic analysis?Strategic Change, 7, 101–109.3.0.CO;2-6>CrossRefGoogle Scholar
Revans, R. W. (1982). The Origins and Growth of Action Learning. Bromley, UK: Chartwell Bratt.Google Scholar
Revans, R. W. (1997). Action learning: its origins and nature. In Pedler, M.Action Learning in Practice, 3rd edn, pp. 3–13. Aldershot, UK: Gower.Google Scholar
Revans, R. W. (1998). The ABC of Action Learning: Empowering Managers to Act and to Learn from Actions, 2nd edn. London: Lemos & Crane.Google Scholar
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.Google Scholar
Weinstein, K. (1999). Action Learning: A Practical Guide, 2nd edn. Aldershot, UK: Gower.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×