"However, studies that specifically explore informal learning by nurses are scarce. i.e. marginalization (Duchscher and Cowin, 2004), poor staffing levels and negative or hostile attitudes to new nurses (Fox et al., 2005), bullying (Randle, 2003), or lack of support (Meissner, 1999). Socialization occurs when an individual acquires the social knowledge and skills necessary to be a practitioner in a specific workplace (Van Maanen and Schein, 1979). "
[Show abstract][Hide abstract] ABSTRACT: Purpose ‐ The purpose of this article is to explore the opportunities for informal learning among nurses working on a hospital ward. Design/methodology/approach ‐ A field study was conducted in one hospital ward. Methods used to collect data included participant observation, ad hoc conversations and formal interviews. Findings ‐ Eight categories describe the opportunities for informal learning among the nurses. Several factors seemed to mediate the opportunities for informal learning, such as the size and physical structures of the ward, role modeling by the nurse leader, systems and artifacts that triggered and scaffolded learning, and interaction and collaboration among all professionals on the ward. Research limitations/implications ‐ A limitation is that data are collected from only one ward. A strength is the use of several methods to collect data and the range of participants' ages, experience and gender. Practical implications ‐ This study offers examples of informal learning opportunities that can be tailored to different clinical settings. Through role-modeling the leader can influence both the norms that become established in a ward and the development of a culture of mutual support and learning. Originality/value ‐ This article adds to the existing research by including observation in the hospital setting of actual practices that involve informal learning.
Journal of Workplace Learning 01/2013; Vol 25(7):426-440. DOI:10.1108/JWL-01-2013-003
"). Mentorship is accepted as a valid approach to supporting novice nurses during periods of change and transition into professional roles (Chenoweth & Lo 2001; Meissner 1999; Smith et al. 2001; Theobald & Mitchell 2002). The mentoring relationship ensures that psychosocial functions (including role-modelling, counselling, acceptance, friendship, and confirmation) and career functions (including sponsorship, exposure, coaching, and challenging ) are met (Yoder 1995). "
[Show abstract][Hide abstract] ABSTRACT: A university and three area mental health services collaborated in developing a mentorship programme for new graduate nurses in mental health. The programme evolved from initiatives identified by the New South Wales Government to address recruitment and retention problems impacting on the mental health nursing workforce. This mentorship programme was identified as a strategy to potentially contribute to retention of novice nurses within the local mental health nursing workforce. New graduate nurses entering the mental health field were provided the opportunity to engage in a temporary supportive professional mentoring relationship. The present paper describes the background of the programme and provides an overview of how it was developed. It serves as a starting point for others contemplating developing similar programmes. Evaluation of the programme is incomplete, therefore, formal results will be presented in a subsequent paper.
International journal of mental health nursing 01/2006; 14(4):276-84. DOI:10.1111/j.1440-0979.2005.00394.x · 1.95 Impact Factor
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