Abstract
BackgroundWorkplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. Workplace learning is essential for staff development and high quality clinical care. The purpose of this study was to explore the barriers to and enablers of workplace learning for allied health professionals within NSW Health.MethodsA qualitative study was conducted with a purposively selected maximum variation sample (n = 46) including 19 managers, 19 clinicians and eight educators from 10 allied health professions. Seven semi-structured interviews and nine focus groups were audio-recorded and transcribed. The ‘framework approach’ was used to guide the interviews and analysis. Textual data were coded and charted using an evolving thematic framework.ResultsKey enablers of workplace learning included having access to peers, expertise and ‘learning networks’, protected learning time, supportive management and positive staff attitudes. The absence of these key enablers including heavy workload and insufficient staffing were important barriers to workplace learning.ConclusionAttention to these barriers and enablers may help organisations to more effectively optimise allied health workplace learning. Ultimately better workplace learning may lead to improved patient, staff and organisational outcomes.
Highlights
Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities
A similar concept that is more familiar to allied health professionals (AHPs) is continuing professional development (CPD); ‘...the means by which members of the profession maintain, improve and broaden their knowledge, expertise and competence, and develop the personal and professional qualities required throughout their professional lives.’[3]. The main difference between CPD and workplace learning is that the latter is focussed on
The study aimed to explore understanding and experiences of workplace learning for this group. To our knowledge this was the first study to explore the concept of workplace learning in an allied health setting
Summary
Workplace learning refers to continuing professional development that is stimulated by and occurs through participation in workplace activities. A similar concept that is more familiar to allied health professionals (AHPs) is continuing professional development (CPD); ‘...the means by which members of the profession maintain, improve and broaden their knowledge, expertise and competence, and develop the personal and professional qualities required throughout their professional lives.’[3] The main difference between CPD and workplace learning is that the latter is focussed on AHPs work across a range of settings including acute and rehabilitation hospitals and community centres. Workplace learning can occur in all of these work sites, including on hospital wards, within treatment rooms, operating theatres, conference rooms, patient/client homes, offices, corridors, nurses’ stations and even in staff tearooms. Learning may be unstructured and unplanned (informal learning) such as ad-hoc reflections with peers
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