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A work-integrated educational intervention in health and social care: professionals’ experiences of joint education
University West, Department of Health Sciences, Section for nursing - undergraduate level. (LOVHH KAMAIL)ORCID iD: 0000-0003-2586-1619
University West, School of Business, Economics and IT, Divison of Informatics. cSchool of Education and Communication, Jönköping University, Jönköping (SWE). (LOVHH KAMAIL)ORCID iD: 0000-0002-1908-4940
University West, Department of Health Sciences, Section for nursing - graduate level. (LOVHH KAMAIL)ORCID iD: 0000-0002-2261-0112
University West, Department of Health Sciences, Section for health promotion and care sciences.
2024 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, p. 1-17Article in journal (Refereed) Epub ahead of print
Abstract [en]

Worldwide, educational interventions (EI) are continuously carried out to support the development of individuals and organisations. Keeping pace with rapid changes in modern workplaces requires continuous learning on the part of professionals. The same requirement applies to professionals in the sector of health and social care. Although research has begun to identify the knowledge and competence requirements of professionals within the sector, we need more knowledge about the implementation of EIs as well as their impact on professionals’ learning in this context. Accordingly, this study aimed to explore professionals’ experience with a work-integrated learning – designed EI that combined web-based lectures and structured group reflections, with a focus on learning and the learning process. Qualitative content analysis of the interview data revealed that the work-integrated learning (WIL) design had a positive impact on individual, as well as intraprofessional and interprofessional, learning. This resulted in an understanding of the fundamentals of professionals’ learning and how it was supported or disrupted during the course of the intervention. Moreover, a sense of affirmation was shown to have an impact on professionals’ learning. These findings may constitute a meaningful contribution to the development of EIs for professionals both within this context and more generally.

Place, publisher, year, edition, pages
2024. p. 1-17
Keywords [en]
Continuous learning; healthcare; intraprofessional and interprofessional learning; professional development; work-integrated learning
National Category
Learning Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
URN: urn:nbn:se:hv:diva-21742DOI: 10.1080/0158037X.2024.2363261ISI: 001242076700001Scopus ID: 2-s2.0-85195289861OAI: oai:DiVA.org:hv-21742DiVA, id: diva2:1866519
Note

CC BY 4.0

Available from: 2024-06-07 Created: 2024-06-07 Last updated: 2024-10-17

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fulltext(737 kB)117 downloads
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Truong, AnhWinman, ThomasEkström-Bergström, AnetteJohansson, Catrin

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Truong, AnhWinman, ThomasEkström-Bergström, AnetteJohansson, Catrin
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Studies in Continuing Education
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