Show simple item record

dc.contributor.authorNICHOLS, ANDREW
dc.contributor.otherFaculty of Arts, Humanities and Businessen_US
dc.date.accessioned2013-10-03T12:02:48Z
dc.date.available2013-10-03T12:02:48Z
dc.date.issued2006
dc.identifierNOT AVAILABLEen_US
dc.identifier.urihttp://hdl.handle.net/10026.1/2001
dc.description.abstract

This research investigates learning and infection control knowledge within hospitals in the United Kingdom (UK). Fundamental infection control practices are not always carried out by clinical staff caring for patients, as a result infections are transmitted (Pittet et al 2000). Failure to carry out infection control practices may reflect a division between the espoused and actual practice of clinicians (Huzzard and Ostergren 2002). This division may be contributed to by infection control teams and educationalists relying on classroom based, pedagogic teaching and failing to investigate the value of other learning theories (Courtney 1998). This study is based upon an investigation of the utility of situated learning within clinical infection control practice. The situated learning is based upon a combination of underpinning learning theories including community of practice and knowledge creation theory. The investigation consists of a discussion of the background of infection control in UK hospitals followed by a review of the literature concerning individual and organisational learning theory and learning in clinical practice. This review results in the production of a research model which combines learning theories, providing a guide for subsequent empirical research phases. A mixed methods, pluralist research methodology is produced employing qualitative and quantitative research methods. The first empiric phase of the research reveals evidence of a division between espoused and actual infection control practice, of tacit learning in practice, and of existing knowledge structures and relationships that could be further developed to facilitate and guide situated learning in practice. This evidence is used in conjunction with individual and organisational learning theory in the second empiric phase of the research in which an educational intervention employing situated learning in practice takes place. Results of this intervention study reveal improvements in infection control knowledge and practice amongst research participants indicating that situated learning, when harnessed and guided in clinical practice is able to offer a resilient means of contributing to the creation and application of knowledge within challenging learning environments.

en_US
dc.language.isoenen_US
dc.publisherUniversity of Plymouthen_US
dc.titleUSING ORGANISATIONAL LEARNING THEORY AS A MEANS OF MOBILISING KNOWLEDGE RESOURCES IN THE CONTROL OF INFECTIONen_US
dc.typeThesis
plymouth.versionFull versionen_US
dc.identifier.doihttp://dx.doi.org/10.24382/3581
dc.identifier.doihttp://dx.doi.org/10.24382/3581


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV