From passive to active learners

Abstract

PurposeThis study aims to explore the lived experience of learning for a group of staff nurses in the Middle East, who undertook a post‐registration nursing education programme in the speciality of nephrology nursing (the NNP) between 2001 and 2002. The broad‐based curriculum seeks to develop the staff nurses into active learners, able to utilise a new body of specialist nursing knowledge and skills, which challenges their previous behaviourist learning tradition. This study seeks to identify the students' experience of trying to incorporate new learning strategies into their practice, and the effects they experienced as a result.Design/methodology/approachCase study methodology was used to study this unique group of 20 participants. Data were collected using focus group interviews, combined with field observations and document reviews.FindingsThematic analysis revealed three themes, “Social‐cultural influences on learning” with two sub‐themes, “Past experiences of learning” with two sub‐themes, and “Transforming the learning experience” with three sub‐themes.Research limitations/implicationsCurriculum development in developing countries should aim to prepare practitioners to meet international standards. However, such development has to take account of, and integrate, students' values, beliefs, and experiences, and acknowledge their particular challenges with respect to learning. The preparation for active learners has to include the “tools” to cope with, and change, the cultural and organisational situation in which they find themselves, including knowledge of an organisation's culture to facilitate effective learning to fit the needs of the workplace.Originality/valueThe research provides a unique insight into the learning experiences of a particular cultural group.