Clinical Learning

What is it about?

This article presents some ethnographic research we did on a general medicine hospital ward in New Zealand. We looked at the learning of health care practitioners in this clinical environment.This study explores the environmental factors that inform and support workplace learning within a clinical environment. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised.

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Why is it important?

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. If we can identify which circumstances enable effective learning to occur then we can look for opportunities to create and maximise such circumstances.

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