Using a Community of Practice approach to understand collaborative knowledge development amongst mental health nurse students and practitioners

Walsh, Andrew John (2017). Using a Community of Practice approach to understand collaborative knowledge development amongst mental health nurse students and practitioners. University of Birmingham. Ed.D.

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Abstract

Student learning approach theories dominate higher education pedagogy resulting in an emphasis upon individual learning. Primarily using Communities of Practice theory this thesis is a phenomenological study investigating social learning processes amongst student and qualified mental health nurses.
Study questions were:
• How does student social participation support development of learning for student mental health nurses?
• How does community participation support the practice of qualified mental health nurses?
• What are the implications of this study for pedagogical design?
The study involved fourteen semi-structured interviews with student mental health nurses and practicing mental health nurses. Data was analysed using a process of interpretive phenomenological analysis as well as a value creation framework designed by Wenger et al (2010).
Findings.
• Social interaction is central to learning.
• Individual thinking develops in a dynamic interaction with practice whilst practice develops through interaction with the individual.
• Social interaction and learning involve identity change.
• A range of social situations influences learning. Attempts to understand learning by examining just one aspect (i.e. the classroom) may produce an incomplete picture.
• Power dynamics influence learning outcomes.
• Individual learning approach theory and situated learning theories are not as opposed as originally assumed.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):