Nurse managers' learning facilitation practices: A philosophical hermeneutic study

Aim(s): To understand how nurse managers facilitate learning in clinical workplaces. 
Background: Meeting staff learning needs in the complex workplaces of contemporary health care is paramount to the delivery of safe patient care. Hospitals employ a
range of strategies to address these needs. However, nurse managers’ contribution to staff learning at the unit level is underexplored in contemporary literature.
Method(s): A Gadamerian philosophical hermeneutic framework guided data collection and analysis. Thirteen nurse managers from two Australian hospitals each participated
in two interviews and a period of observation. 
Findings: Nurse managers’ learning facilitation practices were enacted with staff individually, within teams, and through artefacts, and were shaped by their identities,
perspectives on staff learning, knowledge of staff performance, and motivations. Power was revealed as a uniquely enacted driver of their learning facilitation
practices.
Conclusion(s): This paper illuminates an aspect of nurse managers’ practice that has been poorly acknowledged in contemporary nursing literature. Nurse managers’
learning facilitation practices were found to be complex, fluid, and embedded in their everyday work routines. 
Implications for Nursing Management: Given current concerns about safety and quality in health care, this research opens up possibilities for definition and enrichment
of nurse managers’ practice as facilitators of learning.