Lifelong learning in nursing: perceptions and realities

The literature is reviewed to determine the meaning of the concept, which is then critically analysed in conjunction with aspects of qualitative data elicited from nurses directly involved in clinical nursing practice, and nurses' perceptions of lifelong learning.

Abstract

Because of ongoing development and changes in health care delivery, lifelong learning, as a concept and a practical activity, has increasingly gained centre stage in the nursing profession. There seems, however, to be no research study on how nurses feel about the introduction and implementation of this notion. Additionally, despite lifelong learning being advocated for all in UK society for a variety of reasons, there are other perceptions of the concept. This article reviews the literature to determine the meaning of the concept, which is then critically analysed in conjunction with aspects of qualitative data elicited from nurses directly involved in clinical nursing practice. Data from 26 semi-structured individual interviews conducted as part of study for a Doctor in Philosophy (PhD) course exploring nurses' perceptions of lifelong learning and analysis of contemporary reports and documents indicate that although there are a number of very useful facets to the concept, there are also certain reservations directed at participation in lifelong learning.