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. Study questions were: • How does student social participation support development of learning for student mental health nurses? • How does community participation support the practice of qualified mental health nurses? • What are the implications of this study for pedagogical design? The 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). Findings. • Social interaction is central to learning. • Individual thinking develops in a dynamic interaction with practice whilst practice develops through interaction with the individual. • Social interaction and learning involve identity change. • A range of social situations influences learning. Attempts to understand learning by examining just one aspect (i.e. the classroom) may produce an incomplete picture. • Power dynamics influence learning outcomes. • Individual learning approach theory and situated learning theories are not as opposed as originally assumed.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:715703 |
| Date | January 2017 |
| Creators | Walsh, Andrew John |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/7575/ |
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