Exemplar

Our shared experience of implementing action learning sets in an acute clinical nursing setting: Approach taken and lessons learned

Ketty Rivas
Quality Manager, Prince of Wales Hospital, Sydney NSW

Suzanne Murray
Practice Development Nurse Educator, Prince of Wales Hospital, Randwick NSW

PP: 182 - 187

Abstract

This paper outlines the process employed by a Nurse Unit Manager and her senior nursing team to introduce action learning sets (ALSs) to the nursing staff of an inpatient medical unit. During the process, a workplace culture creative visioning exercise was also facilitated. A key finding of the exercise was that the process enabled others to act while challenging the process and encouraging the heart. Effective leadership enabled staff involved to foster growth.

Keywords

Nursing, action learning, practice development, clinical practice, leadership

Article Text

Action learning sets (ALSs) are a process where people form a group or 'set' with the purpose of discussing issues of concern relating to practice (McGill and Beaty, 2001). The process proposes that someone present an issue whilst the rest of the members enable or assist the presenter to explore the issue by asking clarifying, thought provoking and open ended questions. During the session the presenter may reflect on previously unexplored potential actions and make preliminary commitments towards experimenting them into action. Learning does not only occur for the presenter but also for other members in the set, as they themselves critically reflect. Kolb's (1984) learning cycle, which has been re represented in figure 1, demonstrates how observing and reflecting on an experience leads to new planned behavior about the way forward for a future situation.

There are four different stages of learning from experience which can be entered at any point although; all stages must be followed in sequence for effective learning to take place (Kolb, 1984). During the ALS, the presenter is helped through the stages of reflection and conceptualisation and then plans the active experimentation stage while in the set. Kolb's learning cycle suggests that it is not sufficient to have an experience in order to learn, it is necessary to reflect on the experience in order to make generalizations and formulate concepts which can be applied to new situations (McGill and Beaty, 2001). Reflection can increase critical thinking skills by encouraging learners to think through an important experience step by step, learning from the reflection can then effect future actions (Rogers, 2002).

In this way, an ALS can promote new learning for all involved. This arises from reflection and experimenting with new alternatives which can lead to change.  Hergenhahn (1990) defined learning as a change in behaviour that comes about by experimentation. Change involves stepping into uncharted waters, out of comfort zones and can makes us feel uncomfortable and unsure (Greene & Grant, 2003). Dewing (2008) describes how learning can occur in the workplace, using reflection and dialogue with self and with others.

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