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3 - Action learning: a new way of problem solving in perioperative settings

By
Anne Jones  and
Trish Prescott
Edited by
Brian Smith ,
Paul Rawling ,
Paul Wicker  and
Chris Jones
Brian Smith
Affiliation:
Edge Hill College of Higher Education, Ormskirk
Paul Rawling
Affiliation:
Edge Hill College of Higher Education, Ormskirk
Paul Wicker
Affiliation:
Edge Hill College of Higher Education, Ormskirk
Chris Jones
Affiliation:
Edge Hill College of Higher Education, Ormskirk
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Summary

Key Learning Points

  • Provide an understanding of the concept of action learning

  • Explore the role of an action learning set and its potential as a continuing professional development experience within perioperative settings

  • Examine the potential for action learning as a problem-solving process in the context of a dynamic NHS

Introduction

In 2000 the NHS Plan was launched (Department of Health 2000a). Current frameworks for the design and delivery of responsive services are built on the principle of ensuring that clear national standards are developed that are supported by evidence-based guidance. This is in order that the quality of care provided by healthcare professionals is raised (Department of Health 2000b).

In addition, the government is committed to putting quality at the forefront of the NHS: healthcare professionals have a key part to play in this. Quality assurance or health governance requires an inclusive approach embracing all those working within it inclusive of patients and carers. The aim is that clinical practice is evidence based and that best practice is disseminated throughout the service.

Within the NHS Plan there was a commitment to ensuring that the NHS should be a model employer (Department of Health 2000a). The provision of lifelong learning opportunities was seen as fundamental to this. A framework for lifelong learning was developed (Department of Health 2001), which outlined a programme for modernizing learning and development. This was underpinned by the ‘Skills Escalator’, which is a strategy for recruiting a more diverse range of people to the NHS and for enabling new and existing staff to develop their skills continuously and take on new roles.

Type
Chapter
Information
Core Topics in Operating Department Practice
Leadership and Management
 , pp. 19 - 27
Publisher: Cambridge University Press
Print publication year: 2009

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References

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