Introducing the Learning Practice--III. Leadership, empowerment, protected time and reflective practice as core contextual conditions.

Introducing the Learning Practice--III. Leadership, empowerment, protected time and reflective practice as core contextual conditions.

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http://www.wikidata.org/entity/Q35860220
"The balancing act"--licensed practical nurse experiences of falls and fall prevention: a qualitative studyUnlearning in health care.Evidence in the learning organization.Between principle and compromise: We are all meat in someone else's sandwich.Balancing health care education and patient care in the UK workplace: a realist synthesis.Learning organisations: the challenge of finding a safe space in a climate of accountability.Getting a bigger bang for your buck: a collaborative approach to enhancing dementia education planning in long-term care homes.The effect of nurses' use of the principles of learning organization on organizational effectiveness.Collective learning, change and improvement in health care: trialling a facilitated learning initiative with general practice teams.Roles of managers, frontline staff and local champions, in implementing quality improvement: stakeholders' perspectives.Informal interprofessional learning: an untapped opportunity for learning and change within the workplace.Closing the gap: collaborative learning as a strategy to embed evidence within occupational therapy practice.The Learning Practice Inventory: diagnosing and developing Learning Practices in the UK.Adaptive capacity and learning to learn as leverage for social–ecological resilience
P2860

Introducing the Learning Practice--III. Leadership, empowerment, protected time and reflective practice as core contextual conditions.

Item
http://www.wikidata.org/entity/Q35860220
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2004 nî lūn-bûn
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10.1111/J.1365-2753.2004.00466.X
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