WORKPLACE EDUCATION: A CASE STUDY EXAMINING THE PRINCIPLES AND PRACTICES OF ADULT EDUCATION IN A HOSPITAL NURSING STAFF DEVELOPMENT DEPARTMENT (STAFF DEVELOPMENT).
Contributors: Columbia University. Teachers College.
Published: 1989
Number of pages: 257
Subjects: Education, Adult and Continuing.; Health Sciences, Health Care Management.
Description: There is little research-based information about the use of adult education concepts within workplace education programs. A case study was conducted in a hospital nursing staff development department to provide recommendations to inform the current practice of adult education and future research.

The design of research was developed through a collaborative group process involving five doctoral students. Each student investigated formal education within an individually selected organization. The group identified ten principles and practices of adult education which formed the conceptual framework of the study. The principles included: a physical and social climate of respect, collaboration, building on participant experience, critically reflective thinking, problem-posing and problem-solving, learning for action, participative environment, empowerment, self-directedness and dialogue. The qualitative research methods used to gather information were interviews, observation, critical incidents and document analysis.

Factors that facilitated the use of the principles and practices in this workplace setting were management's support of education, meetings of the staff development department, and the director's and vice president's commitment to self-directed learning. The instructors used many of the principles but problems stemmed from lack of a common understanding of adult education concepts.

Emerging themes included: informal education is important, education is considered an investment, and learning is enhanced when instruction is delivered by the expert. Factors that were perceived to facilitate learning were the availability of education, the support of management for education, and the inviting atmosphere of the staff development department. Factors that were perceived to impede learning were tests, shortstaffing, and courses having employees with wide ranges of educational preparation. First-line managers were perceived as both a facilitator and an impediment to learning depending on their willingness to allow time for staff education.

Recommendations for facilitating adult education principles in this site included extending orientation for new employees, offering alternatives to test, offering separate courses for employees with wide ranges of education, and devising a plan to systemically implement andragogical principles and practices throughout the organization.

Researchers in adult education are encouraged to examine informal workplace learning and characteristics of expert instructors. Continuation of the examination of formal learning and the application of andragogical principles are also recommended.
Notes: Source: Dissertation Abstracts International, Volume: 50-08, Section: A, page: 2352.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1989.

School code: 0055.