Using focus groups to identify clinical learning opportunities for registered nurses.

Abstract

A series of focus groups was organized at five metropolitan teaching hospitals. Participants were encouraged to identify opportunities for and barriers to learning for registered nurses employed at ward level, and to suggest practical strategies for maximizing clinical learning. The focus groups had a dual purpose: data collection and action learning. The experience of group participation heightened awareness of learning opportunities, increased understanding and tolerance of differing viewpoints and generated commitment to identified strategies to enhance clinical learning.