Using a Community of Practice approach to understand collaborative knowledge development amongst mental health nurse students and practitioners

Abstract

Student learning approach theories dominate higher education pedagogy resulting in an emphasis upon individual learning. Primarily using Communities of Practice theory this thesis is a phenomenological study investigating social learning processes amongst student and qualified mental health nurses. \nStudy questions were: \n•\tHow does student social participation support development of learning for student mental health nurses? \n•\tHow does community participation support the practice of qualified mental health nurses? \n•\tWhat are the implications of this study for pedagogical design? \nThe study involved fourteen semi-structured interviews with student mental health nurses and practicing mental health nurses. Data was analysed using a process of interpretive phenomenological analysis as well as a value creation framework designed by Wenger et al (2010). \nFindings. \n•\tSocial interaction is central to learning. \n•\tIndividual thinking develops in a dynamic interaction with practice whilst practice develops through interaction with the individual. \n•\tSocial interaction and learning involve identity change. \n•\tA range of social situations influences learning. Attempts to understand learning by examining just one aspect (i.e. the classroom) may produce an incomplete picture. \n•\tPower dynamics influence learning outcomes. \n•\tIndividual learning approach theory and situated learning theories are not as opposed as originally assumed.

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