Exploring e-learning adoption in nurse education: a socio-cultural case study using Q and Bourdieu

This research study employed Q-methodology (Q) to explore the factors influencing e-learning adoption in a nurse education context, and Bourdieu’s Theory of Practice (TOP) to analyse these findings using a case study of one school of nursing in the UK. E-learning adoption has been limited in nurse education despite a wide body of literature promoting its use for improved learning outcomes. Most research studies to date have used surveys to explore the overarching factors influencing academics to adopt e-learning across higher education more generally, but these findings have not identified the underlying issues influencing their responses to these factors, nor do they allow a deep analysis of discipline-specific factors. This study identified four groups (Factors) of academics each responding differently towards e-learning in their teaching. The first group represented the ‘e-advocates’ who saw technology as having the potential to improve nurse education by giving more control to learners and preparing future nurses for their evolving role in health care. The second group represented the ‘humanists’ who although sharing similar pedagogical beliefs as the first group had not been motivated to engage with technology because of the value they placed on human interaction. The third group was described as the ‘sceptics’ who had had previous negative experiences with e-learning and were unconvinced about technology’s ability to improve learning outcomes. Finally, the fourth factor, the ‘pragmatics,’ although ostensibly positive in their views towards e-learning, held different pedagogical beliefs from the three other groups and felt it was their responsibility to cover certain content in a face-to-face setting. The unique combination of Q and Bourdieu’s TOP enabled a deeper analysis of the four groups’ views and the socio-cultural context shaping them, thus providing new insights into academics’ responses to e-learning. Moving beyond the binary labels commonly attributed to those considered either ‘early adopters’ or ‘laggards,’ the findings make a contribution to the e-learning adoption literature by revealing a wider breadth of views and responses towards technology. Moreover, this study showed that internal beliefs determined the extent to which external factors were perceived as influential. This serves to explain why some individuals overcome certain barriers to e-learning adoption whilst others succumb to them. The findings from this study will inform policy-makers, e-learning strategists and professional development staff on how to more effectively present and promote e-learning

Cooperation preferences and framing effects

This paper presents the results from an experiment investigating whether framing affects the elicitation and predictive power of preferences for cooperation, i.e., the willingness to cooperate with others. Cooperation preferences are elicited in three treatments using the method of Fischbacher, Gächter and Fehr (2001). The treatments vary two features of their method: the sequence and order in which the contributions of other group members are presented. The predictive power of the elicited preferences is evaluated in a one-shot and a finitely-repeated public-good game. I find that the order in which the contributions of others are presented, by and large, has no impact on the elicited preferences and their predictive power. In contrast, presenting the contributions of others in a sequence has a pronounced effect on the elicited preferences and reduces substantially their predictive power. Overall, elicited preferences are more accurate at predicting behavior when others contributions are presented simultaneously and in ascending order, like in Fischbacher, Gächter and Fehr (2001)

Exploring e-learning adoption in nurse education: a socio-cultural case study using Q and Bourdieu

This research study employed Q-methodology (Q) to explore the factors influencing e-learning adoption in a nurse education context, and Bourdieu’s Theory of Practice (TOP) to analyse these findings using a case study of one school of nursing in the UK. E-learning adoption has been limited in nurse education despite a wide body of literature promoting its use for improved learning outcomes. Most research studies to date have used surveys to explore the overarching factors influencing academics to adopt e-learning across higher education more generally, but these findings have not identified the underlying issues influencing their responses to these factors, nor do they allow a deep analysis of discipline-specific factors. This study identified four groups (Factors) of academics each responding differently towards e-learning in their teaching. The first group represented the ‘e-advocates’ who saw technology as having the potential to improve nurse education by giving more control to learners and preparing future nurses for their evolving role in health care. The second group represented the ‘humanists’ who although sharing similar pedagogical beliefs as the first group had not been motivated to engage with technology because of the value they placed on human interaction. The third group was described as the ‘sceptics’ who had had previous negative experiences with e-learning and were unconvinced about technology’s ability to improve learning outcomes. Finally, the fourth factor, the ‘pragmatics,’ although ostensibly positive in their views towards e-learning, held different pedagogical beliefs from the three other groups and felt it was their responsibility to cover certain content in a face-to-face setting. The unique combination of Q and Bourdieu’s TOP enabled a deeper analysis of the four groups’ views and the socio-cultural context shaping them, thus providing new insights into academics’ responses to e-learning. Moving beyond the binary labels commonly attributed to those considered either ‘early adopters’ or ‘laggards,’ the findings make a contribution to the e-learning adoption literature by revealing a wider breadth of views and responses towards technology. Moreover, this study showed that internal beliefs determined the extent to which external factors were perceived as influential. This serves to explain why some individuals overcome certain barriers to e-learning adoption whilst others succumb to them. The findings from this study will inform policy-makers, e-learning strategists and professional development staff on how to more effectively present and promote e-learning

Developing a digital learning version of a mentorship training programme

This article describes the experience of one university team in developing, delivering and evaluating an online Nursing and Midwifery Council-approved mentorship programme for nurses and midwives who support pre-registration students in practice. Although the authors are confident of the quality of the educational provision, this article does not discuss this programme as an exemplar of best practice, but aims to share the learning gained from the experience of introducing a digital learning version of a mentorship course

Serious Gaming and Gamification interventions for health professional education

This is the protocol for a review and there is no abstract. The objectives are as follows: To evaluate the effectiveness of Serious Gaming and Gamification interventions for delivering pre- and post-registration health professional education compared with traditional learning, other types of eLearning, or other Serious Gaming and Gamification interventions. We will primarily assess the impact of these interventions on students' knowledge, skills, professional attitudes and satisfaction

Lien entre environnement, développement et les institutions d'une société

Rapport de rechercheNuméro de référence interne originel : a1.1 g 84

A meta-ethnographic review of interprofessional teamwork in hospitals: what it is and why it doesn’t happen more often

International audienceObjectives: Although interprofessional teamwork has been shown to improve patient safety, it is not yet routine practice in most hospital settings. There is also a lack of clarity regarding what teamwork actually means, with terms such as collaboration, coordination, networking and knotworking often being used interchangeably. In this study, we analyse 20 years of qualitative research on interprofessional teamwork in hospital settings and examine what it looks like and the factors influencing it. Methods: The literature search included articles published between 1996 and 2016, and articles were included if they examined interprofessional teamwork within a hospital using qualitative methodology. We used meta-ethnographic analysis of eligible primary studies applying reciprocal translation and line of argument synthesis. Results: Nineteen articles were included. Interprofessional teamwork was largely absent in acute care and found to be influenced by systems perpetuating power imbalances, organizational practices that interfered with interprofessional interactions, representations of teamwork and leadership. Conclusions: Future strategies to improve interprofessional practices should include policies and structural changes to develop healthcare systems that facilitate these practices

Travail en équipe et autonomie collective : une expérience dans les soins infirmiers à domicile

International audienceIntroduction: Teamwork is often identified as being a core value in care work. Studies on this topic often focus on pluri-professional configurations, whereas mono-professional teamwork has not aroused the same interest. In this study, we examine teamwork among a group of nurses providing homecare within a new organization, Soignons Humain (SoHu). SoHu was inspired by Buurtzorg, a Dutch homecare company composed of self-organized nursing teams. Given that the healthcare context for French and Dutch nurses is different, SoHu chose to focus primary on teamwork as a mechanism for improving the quality of care.Purpose of research: The article examines how this objective was implemented through the practices and representations of work: to what extent do these self-organized teams lead to deeper collaborations with other homecare actors? How does this type of organizational model differ from other forms of homecare nursing in France? How does SoHu’s experience allow us to rethink nurses’ autonomy in their work?Results: SoHu’s organizational model differs from both private nursing clinics and traditional nursing care centers. The SoHu nurses’ salaried status makes it possible for them to focus on delivering holistic care and highlights their autonomous nursing role, which they claim as being central to their profession. SoHu’s originality lies in its highly developed instrumentation of teamwork and its work organization that is attentive to the construction of a collective competence. The use of coaches appears to be one of the organization’s key investments in sustainably supporting teamwork and, paradoxically, their collective autonomy. Following an initial learning phase, and through other types of support work (workshops and facilitation meetings), the association has attempted to create and support a propitious environment for teamwork.Conclusions: Our work calls attention to the necessary conditions for real collaborative practices to take place, wether these are inter or intra-organizational. SoHu’s case shows what an organization can do to create an environment favorable to team collaboration. This consists in building reflexivity into care work with a focus on the patient and the family; investments in developing teamwork skills ; ensuring a frequency and specific type of exchange between the nursing teams; using both ad hoc arrangements and formalization of these collaborations; and finally by recognizing and objectivizing these invisible coordination practices.Introduction : Les études sur le travail en équipe portent le plus souvent sur des configurations pluriprofessionnelles, tandis que le travail en équipe monoprofessionnelle ne suscite pas le même intérêt. Nous avons étudié le travail en équipe des infirmières délivrant des soins à domicile au sein de l’association Soignons Humain (SoHu), inspirée de l’entreprise néerlandaise Buurtzorg. Dans le contexte français, SoHu s’est davantage axé sur le motif du travail en équipe comme mécanisme pour améliorer la qualité du soin.But de l’étude : L’article étudie comment le travail en équipe se décline concrètement dans les pratiques et les représentations du travail : dans quelle mesure permet-il d’approfondir la collaboration entre les acteurs intervenant dans le paysage des soins à domicile ? Sous quels aspects ce modèle organisationnel se distingue-t-il des autres formes de travail infirmier à domicile en France ? En quoi l’expérience engagée par SoHu permet-elle de reposer la question de l’autonomie du travail infirmier ?Résultats : Le modèle d’organisation de SoHu se distingue à la fois des cabinets de soins infirmiers libéraux et des centres de soins infirmiers classiques. Le statut salarial permet de mettre en valeur la volonté de délivrer des soins holistiques et le rôle propre infirmier, revendiqué par SoHu comme le cœur du métier d’infirmier à domicile. L’originalité de SoHu consiste dans son instrumentation plus développée du travail en équipe et son organisation du travail attentive à la construction d’une compétence collective. La création d’une fonction interne de coach apparaît comme un des investissements-clés de l’organisation pour soutenir durablement le travail en équipe et, paradoxalement, l’autonomie collective. Après une phase d’apprentissage, et grâce à un travail d’accompagnement (ateliers et réunions d’animation), l’association tente de créer et soutenir des dispositions favorables au travail en équipe.Conclusions : Nos travaux invitent à être attentif aux conditions nécessaires pour rendre effectives de réelles pratiques collaboratives, inter et intraorganisationnelles. Ce cas montre ce que l’organisation peut faire pour construire une dynamique d’action favorable à la collaboration au sein de l’équipe : elle se construit par la réflexivité sur le travail de soin autour du patient, de son entourage, par l’investissement du travail en équipe, la fréquence et la nature des échanges entre professionnelles, les arrangements ponctuels et la formalisation de ces collaborations et, enfin, par l’objectivation et la reconnaissance de ces pratiques invisibles de coordination