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Open Access 01-12-2023 | Research

Learning does not just happen: establishing learning principles for tools to translate resilience into practice, based on a participatory approach

Authors: Cecilie Haraldseid-Driftland, Hilda Bø Lyng, Veslemøy Guise, Hilde Valen Waehle, Lene Schibevaag, Eline Ree, Birte Fagerdal, Ruth Baxter, Louise A. Ellis, Jeffrey Braithwaite, Siri Wiig

Published in: BMC Health Services Research | Issue 1/2023

Abstract

Background

Theories of learning are of clear importance to resilience in healthcare since the ability to successfully adapt and improve patient care is closely linked to the ability to understand what happens and why. Learning from both positive and negative events is crucial. While several tools and approaches for learning from adverse events have been developed, tools for learning from successful events are scarce. Theoretical anchoring, understanding of learning mechanisms, and establishing foundational principles for learning in resilience are pivotal strategies when designing interventions to develop or strengthen resilient performance. The resilient healthcare literature has called for resilience interventions, and new tools to translate resilience into practice have emerged but without necessarily stipulating foundational learning principles. Unless learning principles are anchored in the literature and based on research evidence, successful innovation in the field is unlikely to occur. The aim of this paper is to explore: What are key learning principles for developing learning tools to help translate resilience into practice?

Methods

This paper reports on a two-phased mixed methods study which took place over a 3-year period. A range of data collection and development activities were conducted including a participatory approach which involved iterative workshops with multiple stakeholders in the Norwegian healthcare system.

Results

In total, eight learning principles were generated which can be used to help develop learning tools to translate resilience into practice. The principles are grounded in stakeholder needs and experiences and in the literature. The principles are divided into three groups: collaborative, practical, and content elements.

Conclusions

The establishment of eight learning principles that aim to help develop tools to translate resilience into practice. In turn, this may support the adoption of collaborative learning approaches and the establishment of reflexive spaces which acknowledge system complexity across contexts. They demonstrate easy usability and relevance to practice.

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Title: Learning does not just happen: establishing learning principles for tools to translate resilience into practice, based on a participatory approach
Authors: Cecilie Haraldseid-Driftland
Hilda Bø Lyng
Veslemøy Guise
Hilde Valen Waehle
Lene Schibevaag
Eline Ree
Birte Fagerdal
Ruth Baxter
Louise A. Ellis
Jeffrey Braithwaite
Siri Wiig
Publication date: 01-12-2023
Publisher: BioMed Central
Published in: BMC Health Services Research / Issue 1/2023
Electronic ISSN: 1472-6963
DOI: https://doi.org/10.1186/s12913-023-09653-8

2024 ASCO Annual Meeting

Springer Medicine

Learning does not just happen: establishing learning principles for tools to translate resilience into practice, based on a participatory approach

Abstract

Background

Methods

Results

Conclusions

2024 ASCO Annual Meeting

Springer Medicine

Abstract

Background

Methods

Results

Conclusions

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