A sociomaterial inquiry into the clinical teaching workplace

Abstract

Purpose

This paper aims to trace the relational and material ways in which workplace teams come together (or fail to) in the provision of patient care.

Design/methodology/approach

Six interprofessional scholars brought their unique theoretical and disciplinary lenses to understand the contextualized experiences of the patient and the team. Adopting a critical narrative inquiry (CNR) approach, the experiences of 19 participants were documented as they interacted in the care of an elderly patient over a three-week period. Actor network theory constructs enabled the analysis of multiple artefacts implicated in the interactions to learn of their contribution to the enactment of her care.

Findings

The study gives empirical insights about ways in which knowledge circulates amongst the workplace and how systemic structures may impede effective and quality patient care. Various types of knowledge are held by different team members, and both individuals and materials (e.g. technologies) can influence the way those knowledges are shared (or not).

Research limitations/implications

Focusing on a rich data set surrounding one patient documented as theatre serves pedagogical purposes and serves as a shared “boundary-breaking” object to interrogate from multiple stakeholder perspectives. CNR provides for recursive, dynamic learning as readers critically consider experiences within their own contexts.

Practical implications

Despite research that documents competing political, systemic and economic goals, sedimented policies and practices persist in ways that undermine care goals.

Social implications

Tackling the urgent issue of an aging population will require expanding collaboration (for planning, research and so on) to include a broader set of stakeholders, including operational, administrative and post-discharge organizations. Attention to social infrastructure as a means to assemble knowledges and improve relationships in the care process is critical.

Originality/value

Building a boundary-breaking shared object to represent the data offers a unique opportunity for multiple stakeholder groups to enter into dialogue around barriers to workplace interaction and collaboration progress, linking problems to critical perspectives.

Citation

Hibbert, K.M., Faden-MacDougall, L., Huda, N., DeLuca, S., Seabrook, E. and Goldszmidt, M. (2018), "A sociomaterial inquiry into the clinical teaching workplace", Journal of Workplace Learning, Vol. 30 No. 7, pp. 514-530. https://doi.org/10.1108/JWL-01-2018-0004