Action learning groups: can they help students develop their knowledge and skills?

doi:10.1016/S1471-5953(02)00054-9

Nurse Education in Practice

Volume 3, Issue 1, March 2003, Pages 49-55

https://doi.org/10.1016/S1471-5953(02)00054-9 Get rights and content

Abstract

The need for new innovations in nurse education is clear. Ways to help nursing students learn to reflect that can be used once qualified are being experimented with. The use of reflective practice as a learning tool for education is growing. Action learning groups (ALGs) help nurses reflect on their own personal development and the sharing of that development. Focus groups were used to examine students’ perspectives on ALGs and the influence on their education. Students saw ALGs as a vital part of their course. Although the functioning of the group was dependent upon the lecturer’s abilities and the dynamics of the group in general, ALGs were perceived by the majority of the students as an important component of their training. ALGs were seen as the common factor throughout the course and as the mechanism that linked theory to practice.

Section snippets

Introduction and background literature

There have been many changes to the National Health Service (NHS) over the last 10 years and this has inevitably effected nurse education and training. Two major influences have been Continuing Professional Development (CPD) and the advancement of a culture of life long learning within the nursing profession (Fitness for Practice, UKCC 1999). Higher education providers have had to explore new ways of providing education that would help learners to adapt to this culture of long life learning.

Evaluation

The evaluation consisted of focus groups with second year students from amongst two cohorts of students (n=288). Focus groups were used to examine students’ perspectives on ALGs and the influence on their education. Focus groups are a qualitative research method, which use guided group discussions to generate an understanding of participants’ experiences and beliefs. One advantage of this approach is the use of the group members to generate the questions and ideas rather than the researcher or

Results and discussion

The findings from the study can be divided into the following themes:

• Purpose of ALGs
• Support within ALGs
• Practical application and difficulties of ALGs
• Areas of improvement

Conclusion

Students saw ALGs as a vital part of their course. Although the functioning of the group was dependent upon the lecturer’s abilities and the dynamics of the group in general, ALGs were perceived by the majority of the students as an important component of their training. ALGs provided a safe environment for students to share their feelings about issues in practice and developed their confidence to reflect on practice. This could only be achieved if there was trust amongst its members and an

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Concept-centric.
The literature review involved structured searches of all OVID gateway databases, EBSCO host databases, and Blackwell Synergy. Qualitative and Quantitative Studies from 1992 to 2006 were included if they focused on reflective journaling in undergraduate clinical education.
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Action learning groups: can they help students develop their knowledge and skills?

Abstract

Section snippets

Introduction and background literature

Evaluation

Results and discussion

Conclusion

Nurse Education Today

Nurse Education Today

Nurse Education Today

Nurse Education Today

Nurse Education Today

Reflection: turning experience into learning

Understanding the life of illness: learning through the art of Frida Kahlo

Advances in Nursing Science

Becoming a reflective practitioner

Interpersonal learning in groups: an investigation

Journal of Advanced Nursing