|English title dissertation||On-the-Job Learning Styles: Conceptualization and Instrument Development for the Nursing Profession|
|Name PhD (surname first)||Berings Marjolein|
|Date of promotion||04/10/2006|
|Promotores||P.R.J. Simons and R.F. Poell|
The purpose of this PhD research was to develop a better understanding of individual on-the-job learning processes in general and particularly for the nursing profession. We aimed to develop and validate an instrument to measure nurses’ on-the-job learning styles in such a way that the instrument (1) contributes to scientific knowledge on nurses’ on-the-job learning and (2) offers opportunities for nurses to improve their on-the-job learning in practice.
On-the-job learning style is defined as the tendency to use a particular combination of implicit and explicit learning activities that a person can and likes to perform on the job. The person adapts the combination of learning activities to each situation differently. This particular combination is called the actualized learning strategy. On-the-job learning styles should be operationalized to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles.
For the development of our questionnaire, taking the practical goals into account, the scales of the questionnaire should contain items that:
With this study, we gained insight into nurses’ on-the-job learning content and activity and their on-the-job learning styles that can be used by researchers to investigate the implications of nurses’ on-the-job learning for several other output variables. Further, it can be used by supervisors, HR professionals and continuing nursing educators or developers, as well as nurses themselves, to implement well suited intervention strategies, tailored to the individual nursing professional.
|Download dissertation (English)||proefschrift_marjoleinberings.pdf|