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

In light of current and future changes, nursing staff of all qualification levels and in all sectors must continuously expand their competencies. In addition to formal learning opportunities, learning in the process of work (work-integrated learning) is particularly important for this competence development. This should be supported by a new role of learning support in inpatient long-term care. In order to develop a qualification program that prepares for this role, this article examines how self-directed learning processes of nurses and nursing assistants can be supported directly within the work process by nursing colleagues.

A qualitative meta-analysis was conducted based on a systematic literature search in PubMed and the LIVIVO database. Of 7,206 findings, 62 publications were included in the subsequent content analysis of the full texts.

The predominantly qualitative studies describe work organisation (e. g., complexity of work tasks, trusting relationships among colleagues), forms of work (e. g., collaboration), work-integrated teaching-learning methods, and overarching learning-work actions as supportive to learning. The presence of structural and personnel conditions is identified as a prerequisite for these learning-promoting processes.

The results largely confirm theoretical models of work-integrated learning. The literature not only points to structures and processes that promote learning, but also to the fact that they are often not present. In addition, there are hardly any studies focusing on the setting of inpatient long-term care.

Valuable insights can be derived for the development of a qualification in learning support; for example, a key focus will be on work organisation that promotes learning, including the development of trusting, supportive, and collaborative relationships. In the future, research on work-integrated learning in inpatient long-term care should be intensified.