[Fostering work-integrated learning processes of nursing staff: A qualitative meta-analysis]

Area of Science:

• Nursing Education
• Workplace Learning
• Healthcare Competency Development

Background:

• Nursing staff require ongoing competency expansion due to evolving healthcare demands.
• Work-integrated learning is crucial for competence development, necessitating support structures.
• A new role of learning support is proposed for inpatient long-term care settings.

Purpose of the Study:

• To examine how nursing colleagues can support self-directed learning processes within the work environment.
• To inform the development of a qualification program for a learning support role in long-term care.
• To identify factors that facilitate or hinder work-integrated learning for nursing staff.

Main Methods:

• A qualitative meta-analysis was performed.
• Systematic literature searches were conducted in PubMed and LIVIVO.
• 62 publications were included from over 7,000 initial findings for content analysis.

Main Results:

• Supportive elements for learning include work organization (task complexity, collegial relationships), collaborative work forms, and work-integrated teaching-learning methods.
• Enabling structural and personnel conditions are identified as prerequisites for effective learning processes.
• Existing theoretical models of work-integrated learning are largely confirmed by the findings.

Conclusions:

• While supportive structures and processes are identified, they are often lacking in practice, particularly in inpatient long-term care.
• Developing a qualification in learning support should prioritize learning-promoting work organization and fostering trusting, collaborative relationships.
• Further research is needed to intensify the understanding of work-integrated learning in inpatient long-term care settings.