Paper published on space, learning and interprofessional practice in health


First post for 2014! New paper now available online from informahealthcare

Gregory L, Hopwood N & Boud D (2014) Inteprofessional learning at work: what spatial theory can tell us about interprofessional learning in an acute care ward. Journal of Interprofessional Care doi: 10.3109/13561820.2013.873774


This paper was led by Linda Gregory, a doctoral student who I have been supervising with Dave Boud. I’m super proud of her achievements in getting this published. This abstract is below; it is beginning to explore issues around space and workplace learning in health contexts – an area I’m doing a lot more work on myself in the coming months:

It is widely recognized that every workplace potentially provides a rich source of learning. Studies focusing on health care contexts have shown that social interaction within and between professions is crucial in enabling professionals to learn through work, address problems and cope with challenges of clinical practice. While hospital environments are beginning to be understood in spatial terms, the links between space and interprofessional learning at work have not been explored. This paper draws on Lefebvre’s tri-partite theoretical framework of perceived, conceived and lived space to enrich understandings of interprofessional learning on an acute care ward in an Australian teaching hospital. Qualitative analysis was undertaken using data from observations of Registered Nurses at work and semi-structured interviews linked to observed events. The paper focuses on a ward round, the medical workroom and the Registrar’s room, comparing and contrasting the intended (conceived), practiced (perceived) and pedagogically experienced (lived) spatial dimensions. The paper concludes that spatial theory has much to offer understandings of interprofessional learning in work, and the features of work environments and daily practices that produce spaces that enable or constrain learning.




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