General findings indicated practitioners were engaging in a variety of learning as advocated by their regulatory body, and thus meeting their professional and organisational responsibilities. Further investigation presents a tale of contrasts:from the positive experiences of learning which are driven by a commitment to delivering high standards of patient care, to the negative experiences with regards to participation and provision. Participation was hampered by a range of structural and organisational barriers, some of which were identified as being unique to this group. Providing a 'snap-shot' of learning within the NHS at a time of challenge and financial constraints the research questions the underpinning philosophy of lifelong learning policy in promoting inclusivity and prosperity and exposes deficiencies within organisational policy.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:715429 |
| Date | January 2014 |
| Creators | Parker, Susan Elizabeth |
| Publisher | Open University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://oro.open.ac.uk/54944/ |
Page generated in 0.0027 seconds