Rapid advancements in technology and responsiveness to client needs has led to innovation across all industries.
In medicine, changes to the status quo can literally mean life or death. However, without change there can also be no improvement. To paraphrase the 19th-century politician, Benjamin Disraeli, change will always be inevitable and, in a progressive organisation, change will also be constant in order to keep up with advancements.
When multidisciplinary teams work to institute systemic transformations, the outcome can be beneficial not solely for administrators, but also for front-line nurses and patients. Improved response systems, for example, can reduce patient mortality rates and malpractice claims.
When individual nurses approach change using the action learning technique, they combine on-the-job experience with knowledge of existing systems to come up with innovative solutions. By implementing reflexivity within the action-learning framework, primary care nurses can be actively involved in any change, and embrace it in a meaningful way to improve workplace and patient outcomes.
In a nutshell
A widely used and popular learning approach, action learning’s beginnings are rooted in industry, but it has been adapted successfully to many environments, including nursing. Reginald Revans, the father of action learning,1 endorsed the general formula of the approach as: