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The purpose of this study is to investigate how professionals learn from varying experiences with errors in health-care digitalization and develop and use negative knowledge and digital ignorance in efforts to improve digitalized health care.

A two-year qualitative field study was conducted in the context of a public health-care organization working with digital patient communication. The data consisted of participant observation, semistructured interviews and document data. Inductive coding and a theoretically informed generation of themes were applied.

The findings show that both health-care and digital communication professionals learn through experiences with digital “rule-” and “knowledge-based” errors in patient communication and develop negative knowledge and awareness of digital ignorance. In their joint efforts, they use negative knowledge to “bend the rules” and to explore digital ignorance in efforts to improve patient communication.

This study provides insight into the importance of collaboration between professionals with varying experience of errors in digitalizing patient communication. Such collaboration is required to acknowledge own shortcomings and create complementary negative knowledge to improve digital patient communication. This is particularly important when working with innovative digitalization in health care.

To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.

This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.

The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.

The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

The purpose of this paper is to conceptualize error reporting as a strategy for informal workplace learning and investigate nurses’ error reporting cost/benefit evaluations and associated behaviors.

A longitudinal survey study was carried out in a hospital setting with two measurements (time 1 [t1]: implementation of a critical incident reporting (CIR) system; t2: three months after t1). Correlational and hierarchical cluster analyses were used to interpret the data.

Positive cost-benefit correlations and negative cross-correlations were found, with no substantial changes over time. “Reporters” and “learners” were differentiated regarding error-reporting behaviors. Cost-benefit perceptions predicted membership in the “reporters” group; perception of effort costs negatively predicted an error-reporting preference.

This study was limited, in that only a questionnaire was used to collect data.

Stressing the benefits of CIR systems should contribute to reducing employees’ perception of reporting costs; thus, ease of use is a critical factor in CIR system use.

The study empirically probes a well-established theoretical model, and various ideas for further research are suggested.

The purpose of this paper is to analyse employees' perception of a change at their workplaces and the requirements for learning, and factors supporting or inhibiting learning in the context of this change.

Data collection included personal face‐to‐face semi‐structured interviews with ten client advisors in the retail‐banking department of a German bank. The interviews took place during a time when the participants' workplaces were affected by a drastic change, namely the implementation of an integrated consulting concept. The data were analysed by a qualitative, content analysis approach, adapting Billett's framework for analysing workplace changes.

Challenges and requirements for learning as a consequence of the workplace change were analysed. The results show that the employees realised many affordances of the modification of work routines, especially concerning work performance, professional knowledge, and professional role. Thus, employees recognised the change as an opportunity for the acquisition of knowledge and competence development.

This paper contributes to the understanding of workplace change's effect on employees' knowledge, work routines and professional development.

This article presents a model of employees' rhetorical patterns, which take place during a workplace change.

The method of discourse analysis is used to investigate employees' perceptions of and dispositions to the change. In total, 21 semi‐structured interviews were conducted in two organizations before and after moving to open plan offices.

People tend to frame the change in space by either opposing or conforming ways of making sense. Opposing discourses include rhetorical strategies of social community versus own responsibility, believing in a hidden agenda of management, and distancing oneself. Conforming discourses include social community versus individual opinion, including oneself, and trusting the professionals. Additionally it was found that employees tend to be ambiguous with their messages when interviewed during a workplace change process.

Acknowledging the results of this paper can help workplace managers to make a difference between naturally occurring change resistance among employees and well justified disagreement with the content of the change. Also, the results help workplace managers to understand the rhetoric and behaviour of employees' during a workplace change.

The methodology of discourse analysis is rarely used in facilities management research and is thus a method to be considered in future studies of FM.