Related Experiment Videos
What happens to learning when the workshop is over?
Journal of Continuing Education in Nursing
|September 1, 1989
Summary
Professionals find new knowledge helpful for applying learning in practice. However, knowledge gaps and complex tasks can create barriers, with administrative support often cited as a hindrance rather than a help.
Area of Science:
- Professional Development
- Knowledge Translation
- Organizational Learning
Background:
- Understanding how professionals integrate new knowledge into their work is crucial for effective practice improvement.
- Identifying facilitators and hindrances to learning incorporation can inform better professional development strategies.
Purpose of the Study:
- To identify factors that facilitate the incorporation of learning into professional practice.
- To identify factors that hinder the incorporation of learning into professional practice.
Main Methods:
- Qualitative study exploring professionals' experiences with incorporating new learning.
- Analysis of factors perceived as facilitators or hindrances by study participants.
Main Results:
- New knowledge was identified as a key facilitator by most learners.
- Knowledge deficits and task complexity were significant hindrances for nearly a third of participants.
- Administrative support was more often cited as a hindrance than a facilitator.
Conclusions:
- While new knowledge aids practice integration, deficits and complexity pose challenges.
- Organizational factors, including administrative support, require attention to better facilitate learning incorporation.