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Hospital nurse managers are in the middle. Their supervisors expect that they will monitor and discipline nurses who commit errors, while also asking them to create a…
Hospital nurse managers are in the middle. Their supervisors expect that they will monitor and discipline nurses who commit errors, while also asking them to create a culture that fosters reporting of errors. Their staff nurses expect the managers to support them after errors occur. Drawing on interviews with 20 nurse managers from three tertiary care hospitals, the study identifies key exemplars that illustrate how managers monitor nursing errors. The exemplars examine how nurse managers: (1) sent mixed messages to staff nurses about incident reporting, (2) kept two sets of books for recording errors, and (3) developed routines for classifying potentially harmful errors into non-reportable categories. These exemplars highlight two tensions: the application of bureaucratic rule-based standards to professional tasks, and maintaining accountability for errors while also learning from them. We discuss how these fundamental tensions influence organizational learning and suggest theoretical and practical research questions and a conceptual framework.
This paper aims to explore the possible relationships between the dominant actor and levels of reflection within learning paths. Learning-network theory, the framework of…
This paper aims to explore the possible relationships between the dominant actor and levels of reflection within learning paths. Learning-network theory, the framework of individual learning paths (Poell and Van der Krogt, 2013), suggests that organizational actors create different learning processes through their interactions. The second theoretical perspective emphasizes the influence of interactions on the depth of the reflective process of an individual (Kemper et al., 2000).
This paper examines a thesis that dominant actors within four ideal learning paths may influence one of four anticipated levels of reflection for individuals. Two prior qualitative, interview-based data sets were reanalyzed and coded for pattern matching.
Reflection levels were higher than anticipated for several ideal learning paths and lower in others. Findings indicate that contextual variables impact the level of reflection, importantly the role of coaches, mentors, feedback and reflective learning programs.
Data sets were reanalyzed from prior studies with relatively small numbers of participants. Further research is necessary to draw conclusions about the relationships between the two constructs.
This research shows the impact of incorporating reflective practices in workplace learning programs to increase levels of reflection. This study did not find fixed relationships, but rather discovered more fluid, dynamic relationships. Those responsible for creating learning programs might consider the potential of including reflective practices even in highly structured learning arrangements.
In the complex, rapidly changing organizational environment, where employees need to adapt and change, reflective practices seem to influence desired behavioral change and learning.
This study sheds new light on the potential impact of reflective practices in workplace learning arrangements.
The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge…
The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration.
School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration.
Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments.
Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership.
The model of educational restoration provides a conceptual foundation for future research and leadership practice.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
We issue a double Souvenir number of The Library World in connection with the Library Association Conference at Birmingham, in which we have pleasure in including a special article, “Libraries in Birmingham,” by Mr. Walter Powell, Chief Librarian of Birmingham Public Libraries. He has endeavoured to combine in it the subject of Special Library collections, and libraries other than the Municipal Libraries in the City. Another article entitled “Some Memories of Birmingham” is by Mr. Richard W. Mould, Chief Librarian and Curator of Southwark Public Libraries and Cuming Museum. We understand that a very full programme has been arranged for the Conference, and we have already published such details as are now available in our July number.