Developing an understanding of informal learning interactions between nurses and final year medical students in the workplace: An ethnographic study

Abstract

Much of a medical student's training takes place in the workplace, the clinical ward environment and much of this workplace learning is recognised as being ‘informal’. Within this clinical setting nurses are primarily responsible for much of the medical student’s orientation into their new role in the workplace and medical students accept the fact that qualified nurses have much more experience. Yet, there seems to be little understanding, from within literature and in the professions of the nature and value of these informal learning interactions between medical students and nurses. There seems to be little research that has considered the nature and perceived values of these informal learning interactions for both groups. This ethnographic doctoral study’s findings led to the identification of four core categories, and related sub themes, that were presented as a conceptual model. These were 1. Recognition of informal learning activities; 2. Context (ward setting); 3. Perceived values and 4. Wider training and role clarity. The first of these categories has helped to develop an understanding of the potential characteristics of these interactions and the other categories are identified as influencing these interactions both at a cognitive and practical level that reflect the participants' perceived values. By increasing understanding of these informal learning interactions, it is hoped that medical students, nurses and relevant others will recognise the importance of “learning to learn”. An important skill for medical students in their training, as doctors of the future.

Date of Award	1 Nov 2018
Original language	English
Awarding Institution	Northumbria University
Supervisor	Belinda Bateman (Supervisor) & Alison Steven (Supervisor)