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Communities of practice: a systematic review and meta-synthesis of what it means and how it really works among nursing students and novices

Citation

Terry, DR and Nguyen, H and Peck, B and Smith, A and Phan, H, Communities of practice: a systematic review and meta-synthesis of what it means and how it really works among nursing students and novices, Journal of Clinical Nursing, 29, (3-4) pp. 370-380. ISSN 0962-1067 (2019) [Refereed Article]


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Copyright Statement

2019 John Wiley & Sons Ltd This is the peer reviewed version of the following article: Terry, D. R., Nguyen, H., Peck, B., Smith, A., Phan, H., 2019. Communities of practice: a systematic review and meta-synthesis of what it means and how it really works among nursing students and novices, Journal of clinical nursing, 1-11, which has been published in final form at https://doi.org/10.1111/jocn.15100. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions

DOI: doi:10.1111/jocn.15100

Abstract

Aims and Objectives: To evaluate the enablers, barriers and impact that communities of practice have on novice nurses and students learning to become registered nurses.

Background: Communities of practice have formed the basis for conceptualising the process of learning that occurs among groups of people within a place of work-a mainstay of healthcare practice. There is a dearth of literature that focuses specifically on the outcomes from student and novice engagement with existing communities of practice.

Design: Systematic review and Meta-synthesis.

Methods: MEDLINE, PubMed, EMBASE, CINAHL, ProQuest, Scopus and PsycINFO databases were accessed between 1997-2019. The screening and selection of studies were based on eligibility criteria and methodological quality assessment using the Critical Appraisal Skills Programme tool for qualitative research. Meta-synthesis was grounded in the original experiences and collectively synthesised into meaningful themes. The review follows the PRISMA reporting guidelines and PRISMA checklist.

Results: The findings highlight three major themes and included enablers for successful communities of practice, barriers to successful communities of practice, and success in action as described by students and novice nurses.

Discussion: We suggest successful communities of practice occur when safe and supported spaces ensure students and novices feel comfortable to experiment with their learning, and we emphasise the benefits of having more novice nurses situated within close proximity and under the direct influence of the established practices of more experienced or core group of peers.

Relevance to Clinical Practice: Communities of practice that function successfully create an environment that prioritises the embedding of novices into the broader group. In so doing, students and novice nurses feel supported, welcomed, empowered, and able to make the transition from student to colleague and novice nurse to more experienced nurse. It allows them to experiment with ever new ways of fulfilling the role, while aiding better clinical outcomes.

Item Details

Item Type:Refereed Article
Keywords:community of practice, education, learning; nurses, student, training support
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Medicine, nursing and health curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Nguyen, H (Dr Hoang Nguyen)
UTAS Author:Phan, H (Dr Hoang Phan)
ID Code:136032
Year Published:2019
Web of Science® Times Cited:2
Deposited By:Wicking Dementia Research and Education Centre
Deposited On:2019-11-27
Last Modified:2021-11-23
Downloads:14 View Download Statistics

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