Interacting logics of learning and knowledge in elderly care

Britta Lykke Møller*, Anne-Birgitte Rohwedder

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

This article explores the interaction between understandings of learning, knowledge, and problems inelderly care. The study is based on five focus group interviews with care work trainees, internship supervisors, and care workers in Danish nursing homes. Combining Ellström’s understanding of learning logics and Dewey’s understanding of knowledge forms, the studyfinds that reproductive learning and theory-based knowledge are privileged over developmental learning and experience-based knowledge. As the analysis shows that some tasks in care work require complex problem solving, the articlediscusses the problematic nature of this imbalance. We argue for more attention to be paid to the developmental learning environment, with the inclusion and qualification of experience-based knowledge. The articleproposes a model for analyzing links between learning, knowledge, and problem understandings, and discusses the implications for understanding quality in elderly care
Original languageEnglish
JournalQualitative Studies
ISSN1903-7031
Publication statusPublished - 2024

Fingerprint

Dive into the research topics of 'Interacting logics of learning and knowledge in elderly care'. Together they form a unique fingerprint.

Cite this