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dc.contributor.authorHenderson, A
dc.contributor.authorBriggs, J
dc.contributor.authorSchoonbeek, S
dc.contributor.authorPaterson, K
dc.date.accessioned2017-05-03T13:51:32Z
dc.date.available2017-05-03T13:51:32Z
dc.date.issued2011
dc.date.modified2013-04-29T02:21:22Z
dc.identifier.issn0020-8132
dc.identifier.doi10.1111/j.1466-7657.2010.00858.x
dc.identifier.urihttp://hdl.handle.net/10072/45853
dc.description.abstractBackground: Internationally, there is an increase in demand to educate nurses within the clinical practice environment. Clinical practice settings that encourage teaching and learning during episodes of care delivery can be powerful in educating both the existing nursing workforce and nursing students. Aim: This paper presents a framework, informed by the literature, that identifies the key factors that are needed to encourage the interactions fundamental to learning in clinical practice. Key concepts: Learning occurs when nurses demonstrate good practice, share their knowledge through conversations and discussions, and also provide feedback to learners, such as students and novices. These types of interactions occur when positive leadership practices encourage trust and openness between staff; when the management team provides sessions for staff to learn how to interact with learners, and also when partnerships provide support and guidance around learning in the workplace. Application of concepts: This framework presents how the concepts of leadership, management and partnership interact to create and sustain learning environments. The feedback from proposed measurement tools can provide valuable information about the positive and negative aspects of these concepts in the clinical learning environment. Analysis of the subscales can assist in identifying appropriate recommended strategies outlined in the framework to guide nurses in improving the recognized deficits in the relationship between the concepts. Conclusion: Leadership, management and partnerships are pivotal for the creation and maintenance of positive learning environments. Diagnostic measurement tools can provide specific information about weaknesses across these areas. This knowledge can guide future initiatives.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent174068 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom196
dc.relation.ispartofpageto202
dc.relation.ispartofjournalInternational Nursing Review
dc.relation.ispartofvolume58
dc.rights.retentionY
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchNursing not elsewhere classified
dc.subject.fieldofresearchcode4205
dc.subject.fieldofresearchcode420599
dc.titleA framework to develop a clinical learning culture in health facilities: ideas from the literature
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.rights.copyright© 2011 International Council of Nurses. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. The definitive version is available at http://onlinelibrary.wiley.com/
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorHenderson, Amanda J.


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