Using action learning for professional development

Abstract

Abstract This paper discusses using action learning with different professional groups in the UK—nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The paper provides examples of the professional and personal development of these individuals as a result of experiencing the action learning process, as well as some positive impacts (outcomes) they achieved at an organisational level. It is also argued, however, that current tensions and challenges within professional groupings, cultures and contexts can impede action learning and, hence, have a negative impact on professional development. For example, political agendas and the psychodynamics of organisational life were found to hinder, or discourage, the learning process, i.e. the likelihood of bringing about change, in favour of maintaining the status quo for the individuals themselves and within their organisational structures. Keywords: action learningprofessional developmentnursingeducation Acknowledgements An earlier version of this paper has been published as conference proceedings. Notes 1. Since April 2002 primary care trusts (PCTs) have taken control of local health care provision and services in the UK. In order to fulfil this task, 302 PCTs, covering all parts of England, receive budgets directly from the DoH. 2. In the UK, clinical supervision is a formal process of professional support and learning which enables individual health professionals to develop knowledge and competence. It is central to the process of learning and to the scope of the expansion of practice (DoH, Citation1993). 3. DoH policy (DoH, Citation1998, Citation2000b) advocates clinical benchmarking as a means for supporting and developing quality care by quality assessment and continuous quality improvement (Ellis, Citation2000). The Essence of care (DoH, Citation2001a) explores the benefits of benchmarking to help improve the quality of the fundamental and essential aspects of care, to deliver the aims of the NHS Plan, and to improve the patient experience. The nurses described in this paper were working to implement the Essence of care framework.