Learning how we learn: an ethnographic study in a neonatal intensive care unit

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dc.contributor.author Hunter, Cynthia en_US
dc.contributor.author Spence, Kaye en_US
dc.contributor.author Mckenna, Kate en_US
dc.contributor.author Iedema, Roderick en_US
dc.contributor.editor en_US
dc.date.accessioned 2010-05-28T09:51:25Z
dc.date.available 2010-05-28T09:51:25Z
dc.date.issued 2008 en_US
dc.identifier 2007003937 en_US
dc.identifier.citation Hunter Cynthia et al. 2008, 'Learning how we learn: an ethnographic study in a neonatal intensive care unit', Blackwell Publishing Ltd, vol. 62, no. 6, pp. 657-664. en_US
dc.identifier.issn 0309-2402 en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/9714
dc.description.abstract en_US
dc.description.abstract Aim. This paper is a report of a study to identify how nurse clinicians learn with and from each other in the workplace. Background. Clinicians? everyday practices and interactions with each other have recently been targeted as areas of research, because it is there that quality of care and patient safety are achieved. Orientation of new nurses and doctors into a specialty unit often results in stress. Method. An ethnographic approach was used, including a 12-month period of fieldwork observations involving participation and in-depth interviews with nurse, doctor and allied health clinicians in their workplace. The data were collected in 2005?2006 in a paediatric teaching hospital in Australia. Findings. The findings were grouped into four dimensions: orientation of nurses, orientation of medical registrars, preceptoring and decision-making. The orientation of new staff (nursing and medical) is a complex and multi-layered process which accommodates multiple kinds of learning, in addition to formal learning. Workplace learning also can be informal, incidental, interpersonal and interactive. Interactive and interpersonal learning and the transfer of knowledge include codified and tacit knowledge as well as intuitive understandings of `how we do things here?. Conclusion. Research into how nurses learn is crucial for illuminating learning that is non-formal and less recognized than more formal kinds. To provide a safe practice environment built on a foundation of knowledge and best practice, there needs to be an allocation of time in the busy workday for learning and reflection. en_US
dc.language en_US
dc.publisher Blackwell Publishing Ltd en_US
dc.relation.isbasedon http://dx.doi.org/10.1111/j.1365-2648.2008.04632.x en_US
dc.title Learning how we learn: an ethnographic study in a neonatal intensive care unit en_US
dc.parent Journal Of Advanced Nursing en_US
dc.journal.volume 62 en_US
dc.journal.number 6 en_US
dc.publocation Oxford, UK en_US
dc.identifier.startpage 657 en_US
dc.identifier.endpage 664 en_US
dc.cauo.name FASS.Faculty of Arts and Social Sciences en_US
dc.conference Verified OK en_US
dc.for 111000 en_US
dc.personcode 101170 en_US
dc.personcode 0000045942 en_US
dc.personcode 0000045943 en_US
dc.personcode 100638 en_US
dc.percentage 100 en_US
dc.classification.name Nursing en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords en_US
dc.description.keywords ethnography;neonatal intensive care unit;nursing;workplace learning en_US
dc.staffid 100638 en_US


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