Abstract
This chapter discusses how practice-based professional development experiences can be used to build occupational capacities and, concurrently, sustain and transform the practices of work communities. It focuses upon how both individual and collective change can be brought about through interactions between professional practitioners within their work community and individuals with particular expertise from outside of the community. The central concern here is to understand how both individual capacities can be further developed and work practice changed to accommodate the transforming nature of occupational practice. The particular case selected to illustrate and elaborate these two kinds of changes (i.e. individuals’ further development and transforming work practice) is that of pharmacists engaging with junior doctors to develop further their prescribing skills, and how this engagement can also assist the continuity and development of the practice community and its ability to provide a more comprehensive and effective patient care.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aronson, J. K. (2009). Medication errors: EMERGing solutions. British Journal of Clinical Pharmacology, 67(6), 589–591.
Billett, S. (2001). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5/6), 209–214.
Billett, S. (2014a). Conceptualising lifelong learning in contemporary times. In T. Halttunen, M. Koivisto, & S. Billett (Eds.), Promoting, assessing, recognizing and certifying lifelong learning: International perspectives and practices (pp. 19–36). Dordrecht, The Netherlands: Springer.
Billett, S. R. (2014b). Securing intersubjectivity through interprofessional workplace learning experiences. Journal of Interprofessional Care, 28(3), 206–211.
Billett, S., Smith, R., & Barker, M. (2005). Understanding work, learning and the remaking of cultural practices. Studies in Continuing Education, 27(3), 219–237.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Coffield, F. (2000). Lifelong learning as a lever on structural change? Evaluation of white paper: Learning to succeed: A new framework for post-16 learning. Journal of Education Policy, 15(2), 237–246.
Cohn, E., & Addison. (1998). The economic returns to lifelong learning in OECD countries. Education Economics, 6(3), 253–307.
Colin, K. (2004). Workplace’s learning and life. International Journal of Lifelong Learning, 4(1), 24–38.
Coombes, I. (2007). Improving the safety of junior doctors’ prescribing systems, skills, attitudes and behaviours. Doctor of Philosophy, The University of Queensland.
Coombes, I., Stowasser, D., Coombes, J., & Mitchell, C. (2008). Why do interns make prescribing errors? A qualitative study. Medical Journal of Australia, 188(2), 89–94.
Dean, B., Schachter, M., Vincent, C., & Barber, N. (2002). Causes of prescribing errors in hospital inpatients: a prospective study. The Lancet, 359(9315), 1373–1378.
Duncan, E., Francis, J., Johnston, M., Davey, P., Maxwell, S., McKay, G., McLay, J., Ross, S., Ryan, C., Webb, D., & Bond, C. (2012). Learning curves, taking instructions, and patient safety: Using a theoretical domains framework in an interview study to investigate prescribing errors among trainee doctors. Implementation Science, 7(1), 86.
Gherardi, S. (2009). Community of practice or practices of a community? In S. Armstrong & C. Fukami (Eds.), The SAGE Handbook of Management Learning, Education and Development. (pp. 514–530). London, UK: Sage.
Hall, D. T. H., & Chandler, D. E. (2005). Pyschological success: When the career is a calling. Journal of Organizational Behavior, 26, 155–176.
Hodkinson, P., & Bloomer, M. (2002). Learning careers: Conceptualising lifelong work-based learning. In K. Evans, P. Hodkinson, & L. Unwin (Eds.), Working to learn: Transforming learning in the workplace (pp. 29–43). London, UK: Kogan Page.
Hore, C. T., Lancashire, W., & Fassett, R. G. (2009). Clinical supervision by consultants in teaching hospitals. Medical Journal of Australia, 191, 220–222.
Kilminster, S., Cottrell, D., Grant, J., & Jolly, B. (2007). AMEE Guide No. 27: Effective educational and clinical supervision. Medical Teacher, 29(1), 2–19.
Lewis, P. J., Ashcroft, D. M., Dornan, T., Taylor, D., Wass, V., & Tully, M. P. (2014). Exploring the causes of junior doctors’ prescribing mistakes: A qualitative study. British Journal of Clinical Pharmacology, 78(2), 310–319.
Longworth, N., & Davies, W. K. (1996). Lifelong learning. London, UK: Kogan Page.
Lum, E., Mitchell, C., & Coombes, I. (2013). The competent prescriber: 12 core competencies for safe prescribing. Australian Prescriber, 36(1), 13–16.
Molyneux, J. (2001). Interprofessional teamworking: What makes teams work well? Journal of Interprofessional Care, 15(1), 29–35.
O’Keefe, M., McAllister, S., & Stupans, I. (2011). Health service organisation, clinical team composition and student learning. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings (pp. 187–200). Dordreht, The Netherlands: Springer.
Ross, S., & Loke, Y. K. (2009). Do educational interventions improve prescribing by medical students and junior doctors? A systematic review. British Journal of Clinical Pharmacology, 67(6), 662–670.
Roughead, L., Semple, S., & Rosenfeld, E. (2013). Literature review: Medication safety in Australia. Sydney, Australia: Australian Commission on Safety and Quality in Health Care.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109.
Schuller, T., & Watson, D. (2009). Learning through life: Inquiry into the future of lifelong learning. Leicester, UK: National Institute of Adult Continuing Education.
SHPA Committee of Specialty Practice in Clinical Pharmacy. (2013). Overview: Standards of practice for clinical pharmacy services. Journal of Pharmacy Practice and Research, 43(2), S2–S5.
Tamuz, M., Giardina, T. D., Thomas, E. J., Menon, S., & Singh, H. (2011). Rethinking resident supervision to improve safety: From hierarchical to interprofessional models. Journal of Hospital Medicine, 6(8), 445–452.
Teunissen, P. W., & Dornan, T. (2008). The competent novice: Lifelong learning at work. British Medical Journal, 336(7645), 667–669.
Teunissen, P. W., Scheele, F., Scherpbier, A. J. J., van der Vleuten, C. P. M., Boor, K., van Luijk, S. J., & van Diemen-Steenvoorde, J. A. (2007). How residents learn: Qualitative evidence for the pivotal role of clinical activities. Medical Education, 41(8), 763–770.
Tomasello, M. (2004). Learning through others. Daedalus, 133(1), 51–58.
Tully, M. P., Ashcroft, D. M., Dornan, T., Lewis, P. J., Taylor, D., & Wass, V. (2009). The causes of and factors associated with prescribing errors in hospital inpatients: A systematic review. Drug Safety, 32(10), 819–836.
Acknowledgements
We would like to thank the following for their support and encouragement in the initial phase of this study: Drs Victoria Brazil, Mark Forbes and Trudy Teasdale. We are also grateful for the contributions made by the interview participants. Finally, we acknowledge the support provided by the Queensland Regional Training Network (Clinical Supervision and Support Program).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Noble, C., Billett, S. (2016). Sustaining and Transforming the Practice of Communities: Developing Professionals’ Working Practices. In: Billett, S., Dymock, D., Choy, S. (eds) Supporting Learning Across Working Life. Professional and Practice-based Learning, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-29019-5_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-29019-5_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-29017-1
Online ISBN: 978-3-319-29019-5
eBook Packages: EducationEducation (R0)