2,145
Views
61
CrossRef citations to date
0
Altmetric
Research Article

Informal interprofessional learning: an untapped opportunity for learning and change within the workplace

, &
Pages 469-475 | Received 21 Aug 2012, Accepted 10 May 2013, Published online: 21 Jun 2013

References

  • Australian Commission on Safety and Quality in Health Care. (2006). Measurement for improvement toolkit B. Part B -- Background information and resources. Available at: http://www.safetyandquality.gov.au/wp-content/uploads/2012/01/measurement-for-Improvement-toolkit-b.pdf
  • Baker, L., Egan-Lee, E., Martimianakis, M.A., & Reeves, S. (2011). Relationships of power: Implications for interprofessional educaion. Journal of Interprofessional Care, 25, 98–104
  • Bandura, A. (1986). Social foundations of thought and action. A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
  • Berwick, D.M. (2003). Improvement, trust, and the healthcare workforce. Quality & Safety in Health Care, 12, I2–I6
  • Biggs, J.B. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Philadelphia, PA: Society for Research into Higher Education and Open University Press
  • Blackler, F. (2009). Cultural-historical activity theory and organization studies. In A.L. Sannino, H. Daniels & K.D. Gutiérrez (Eds.), Learning and expanding with activity theory. Cambridge, UK: Cambridge University Press
  • Bohmer, R.M., & Edmondson, A.C. (2001). Organizational learning in health care. Health Forum Journal, 44, 32–35
  • Boud, D., & Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. Journal of Workplace Learning, 15, 194–202
  • Boud, D., & Solomon, N. (Eds.). (2001). Work-based learning. A new higher education? Buckingham, UK: SRHE and Open University Press
  • Campion-Smith, C., & Wilcock, P. (2001). Putting patients first will help interprofessional education. BMJ, 322, 676
  • Clinical Excellence Commission. (2011). Clinical incident management in the NSW public health system. Looking, learning, acting. Available at: http://www0.health.nsw.gov.au/resources/quality/incidentmgt/pdf/cim_report_jul_dec_09.pdf
  • Davydov, V. (1999). The content and unsolved problems of activity theory. In Y. Engeström, R. Miettinen & R.-L. Punamaki (Eds.), Perspectives on activity theory (pp. 39–52). Cambridge, UK: Cambridge University Press
  • Department of Health. (2001). Working together, learning together: A framework for lifelong learning for the NHS. Available at: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4058896.pdf
  • Edmondson, A.C., Bohmer, R., & Pisano, G. (2001). Speeding up team learning. Harvard Business Review, 79, 125
  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J., & Warmington, P. (2009). Improving inter-professional collaborations: Multi-agency working for children's wellbeing. London: Routledge
  • Eisenberg, J.M. (2000). Continuing education meets the learning organization: The challenge of a systems approach to patient safety. The Journal of Continuing Education, 20, 197–207
  • Elwyn, G., & Hailey, S. (2004). “Can we smell the organizational coffee?” The gap between the theory and practice of “learning practices”. Journal of Evaluation in Clinical Practice, 10, 371–374
  • Engeström, Y. (1995). Objects, contradictions and collaboration in medical cognition: An activity-theoretical perspective. Artificial Intelligence in Medicine, 7, 395–412
  • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen & R. Punamaki (Eds.), Perspectives on activity theory. Cambridge, UK: Cambridge University Press
  • Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156
  • Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113–136
  • Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 247–273
  • Freeth, D., Hammick, M., Reeves, S., Koppel, I., & Barr, H. (2005). Effective interprofessional education: Development, delivery and evaluation. Oxford, UK: Blackwell
  • Freshwater, M.F. (2011). The four C's for a journal club – Ingredients for success or failure. Journal of Plastic, Reconstructive & Aesthetic Surgery: JPRAS, 64, 839–841
  • Fuller, A., Hodkinson, H., Hodkinson, P., & Unwin, L. (2005). Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning. British Educational Research Journal, 31, 49–68
  • Hager, P. (2008). Learning and metaphors. Medical Teacher, 30, 679–686
  • Hager, P., & Smith, E. (2004). The inescapability of significant contextual learning in work performance. London Review of Education, 2, 33–46
  • Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19, 188–196
  • Hean, S., Clark, J.M., Adams, K., Humphris, D. (2006). Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups. Journal of Interprofessional Care, 20, 162–181
  • Hind, M., Norman, I., Cooper, S., Gill, E., Hilton, R., Judd, P., & Jones, S. (2003). Interprofessional perceptions of health care students. Journal of Interprofessional Care, 17, 21–34
  • Ho, K., Jarvis-Selinger, S., Norman, C.D., Li, L.C., Olatunbosun, T., Cressman, C., & Nguyen, A. (2010). Electronic communities of practice: Guidelines from a project. Journal of Continuing Education in the Health Professions, 30, 139–143
  • Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47, 61–79
  • Joo, B.-.K., & Ready, K.J. (2012). Career satisfaction: The influences of proactive personality, performance goal orientation, organizational learning culture, and leader-member exchange quality. The Career Development International, 17, 276–295
  • Jorgensen, K.M., & Keller, H.D. (2008). The contribution of communities of practice to human resource development: Learning as negotiating identity. Advances in Developing Human Resources, 10, 525–540
  • Kalisch, B.J., Curtey, M., & Stefanov, S. (2007). An intervention to enhance nursing staff teamwork and engagement. Journal of Nursing Administration, 37, 77–84
  • Kaufman, D.M., & Mann, K.V. (2010). Teaching and learning in medical education: How theory can inform practice. In T. Swanwick (Ed.), Understanding medical education: Evidence, theory and practice. Chichester, UK: Wiley-Blackwell
  • Kelly, D.R., Lough, M., Rushmer, R., Wilkinson, J.E., Greig, G., & Davies, H.T.O. (2007). Delivering feedback on learning organization characteristics -- using a Learning Practice Inventory. Journal of Evaluation in Clinical Practice, 13, 734–740
  • Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press
  • Kominski, G., Andersen, R., Bastani, R., Gould, R., Hackman, C., Huang, D., Jarvik, L., et al. (2001). UPBEAT: The impact of a psychogeriatric intervention in VA medical centers. Medical Care, 39, 500–512
  • Malcolm, J., Hodkinson, P., & Colley, H. (2003). The interrelationships between informal and formal learning. Journal of Workplace Learning, 15, 313–318
  • Mann, K.V. (2004). The role of educational theory in continuing medical education: Has it helped us? Journal of Continuing Education in the Health Professions, 24, S22–S30
  • Marsick, V.J., & Volpe, M. (1999). The nature and need for informal learning. Advances in Developing Human Resources, 1, 1–9
  • Matthews, J.H., & Candy, P.C. (1999). New dimensions in learning and knowledge. In D. Boud & J. Garrick (Eds.), Understanding learning at work. London: Routledge
  • McCallin, A. (2003). Interdisciplinary team leadership: A revisionist approach for an old problem? Journal of Nursing Management, 11, 364–370
  • McInerney, D.M., & McInerney, V. (2002). Educational psychology: Constructing learning (3 ed.). Sydney: Prentice Hall
  • Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass
  • Morris, C., & Blaney, D. (2010). Work-based learning. In T. Swanwick (Ed.), Understanding medical education: Evidence, theory and practice. Chichester, UK: Wiley-Blackwell
  • Mylopoulos, M., & Scardamalia, M. (2008). Doctors' perspectives on their innovations in daily practice: Implications for knowledge building in health care. Medical Education, 42, 975–981
  • Nixon, I., Smith, K., Stafford, R., & Camm, S. (2006). Work-based learning. Illuminating the higher education landscape. York, UK: The Higher Education Academy
  • Ovretveit, J. (1997). How to describe interprofessional working. In J. Ovretveit, P. Mathias & T. Thompson (Eds.), Interprofessional workings for health social care. London: MacMillan
  • Parboosingh, J.T. (2002). Physician communities of practice: Where learning and practice are inseparable. The Journal of Continuing Education in the Health Professions, 22, 230–236
  • Polanyi, M. (1967). The tacit dimension. New York: Doubleday
  • Reber, A.S. (1993). Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford, UK: Oxford University Press
  • Regehr, G., & Mylopoulos, M. (2008). Maintaining competence in the field: Learning about practice, through practice, in practice. Journal of Continuing Education in the Health Professions, 28, S19–S23
  • Roth, W.-.M. (2009). On the inclusion of emotions, identity, and ethico-moral dimensions of actions. In A.L. Sannino, H. Daniels & K.D. Gutiérrez (Eds.), Learning and expanding with activity theory. Cambridge, UK: Cambridge University Press
  • Rowden, R.W. (2002). The relationship between workplace learning and job satisfaction in U.S. small to midsize businesses. Human Resource Development Quarterly, 13, 407–425
  • Rowden, R.W., & Conine, C.T., Jr. (2005). The impact of workplace learning on job satisfaction in small US commercial banks. Journal of Workplace Learning, 17, 215–230
  • Rushmer, R., Kelly, D., Lough, M., Wilkinson, J.E., & Davies, H.T.O. (2004a). Introducing the learning practice -- I. The characteristics of learning organizations in primary care. Journal of Evaluation in Clinical Practice, 10, 375–386
  • Rushmer, R., Kelly, D., Lough, M., Wilkinson, J.E., & Davies, H.T.O. (2004b). Introducing the learning practice -- II. Becoming a learning practice. Journal of Evaluation in Clinical Practice, 10, 387–398
  • Rushmer, R., Kelly, D., Lough, M., Wilkinson, J.E., & Davies, H.T.O. (2004c). Introducing the Learning Practice -- III. Leadership, empowerment, protected time and reflective practice as core contextual conditions. Journal of Evaluation in Clinical Practice, 10, 399–405
  • Sannino, A. L., Daniels, H., & Gutiérrez, K. D. (Eds.). (2009). Learning and expanding with activity theory. Cambridge, UK: Cambridge University Press
  • Senge, P.M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday
  • Somerville, M., & McConnell-Imbriotis, A. (2004). Applying the learning organisation concept in a resource squeezed service organisation
  • Sorberg-Walker, J. (2008). Wenger's communities of practice revisted: A (failed?) exercise in applied communities of practice theory-building research. Advances in Developing Human Resources, 10, 555–577
  • Suter, E., & Deutschlander, S. (2010). Can interprofessional collaboration provide health human resources solutions? A knowledge synthesis. Available at: http://www.ucalgary.ca/mha_ipe/files/mha_ipe/SuterDeutschlanderetalIPCandHHRoutcomesFinalReportMarch232010_0.pdf
  • Taylor, J.R. (2009). The communicative construction of community: Authority and organizing. In A.L. Sannino, H. Daniels & K.D. Gutiérrez (Eds.), Learning and expanding with activity theory. Cambridge: Cambridge University Press
  • Tian, J., Atkinson, N.L., Portnoy, B., & Gold, R.S. (2007). A systematic review of evaluation in formal continuing medical education. The Journal of Continuing Education in the Health Professions, 27, 16–27
  • Tunstall-Pedoe, S., Rink, E., & Hilton, S. (2003). Student attitudes to undergraduate interprofessional education. Journal of Interprofessional Care, 17, 162–172
  • Varpio, L., Hall, P., Lingard, L., & Schryer, C. (2008). Interprofessional communication and medical error: A reframing of research questions and approaches. Academic Medicine, 83, S76–S81
  • Weber, R.J., Skledar, S.J., Sirianni, C.R., Frank, S., Yourich, B., & Martinelli, B. (2004). The impact of hospital pharmacist and technician teams on medication-process quality and nurse satisfaction. Health Quarterly, 39, 1169–1176
  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press
  • Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business Press
  • West, M.A. (1996). Reflexivity and work group effectiveness: A conceptual integration. In M.A. West (Ed.), Handbook of work and group psychology (pp. 555–579). Chichester, UK: Wiley
  • White, D., Suter, E., Parboosingh, J., & Taylor, E. (2008). Communities of practice: Creating opportunities to enhance quality of care and safe practices. Healthcare Quarterly, 11, 80–84
  • Wilson, R.M., & Harrison, B.T. (2002). What is clinical practice improvement? Internal Medicine Journal, 32, 460–464
  • World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Available at: http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf
  • Yandell, J., & Turvey, A. (2007). Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journal, 33, 533–550

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.