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dc.contributor.advisorFenwick, Tara-
dc.contributor.advisorForbat, Liz-
dc.contributor.authorDoyle, Sarah-
dc.description.abstractThis thesis offers a rethinking of the role for education as critical workplace pedagogy in complex problems of health care. Taking the case of paediatric diabetes, the study explored how health-care professionals learn the work of supporting children, and their parents, to self-manage the condition. By reconceptualising work problems as sociomaterial learning struggles, this research contributes new understandings of informal professional learning in everyday health-care provision. Data were generated through fieldwork in an outpatient clinic. Particular challenges of supporting self-management in this case were the difficulties of balancing policy aspirations for empowerment with biomedical knowledge about risks to immediate and long-term health. Tracing the materialisation of learning as it unfolded in moments of health-care practice showed professionals handling multiple and contradictory flows of information. Particular challenges were posed by insulin-pump technologies, which have specific implications for professional roles and responsibilities, and introduce new risks. A key insight is that professionals were concerned primarily with the highly complicated perpetual discernment of safe parameters within which children and their parents might reasonably be allowed to contribute to self-management. Such discernment does not readily correspond to the notion of empowerment circulating in the policies and guidelines intended to enable professionals to accomplish this work. As a result, this thesis argues that the work of discernment is obscured. Learning strategies evolve, but could be supported and extended by explicit recognition of the important work of learning as it unfolds in everyday practices of supporting self-management in paediatric diabetes. Most importantly, workplace pedagogies could be developed in ways that attune to the profound challenges and uncertainties that are at stake in these practices.en_GB
dc.publisherUniversity of Stirlingen_GB
dc.rightsThe copyright of this thesis belongs to the author under the terms of the United Kingdom Copyright Acts qualified by the University of Stirling Regulation for Higher Degrees by Research. Due acknowledgement must always be made of the use of any material contained in, or derived from, this thesis.en_GB
dc.subjectprofessional learningen_GB
dc.subjecthealth careen_GB
dc.subject.lcshDiabetes in childrenen_GB
dc.subject.lcshSelf-care, Healthen_GB
dc.subject.lcshNurse and patienten_GB
dc.subject.lcshSelf-management (Psychology)en_GB
dc.titleIntricacies of Professional Learning in Health Care: The Case of Supporting Self-Management in Paediatric Diabetesen_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationnameDoctor of Philosophyen_GB
dc.contributor.funderThis research was funded by the Economic and Social Research Council.en_GB
Appears in Collections:Faculty of Social Sciences eTheses

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