J Nurs Manag. 2026;2026(1):e3021423. doi: 10.1155/jonm/3021423.
ABSTRACT
INTRODUCTION: Postgraduate education is critical for advancing nursing competence, yet enrolment has declined as nurses struggle to balance clinical, academic and personal responsibilities. Workplace learning offers a flexible, context-driven alternative, allowing nurses to integrate academic development into their clinical practice and potentially mitigating work-life conflicts. However, adoption of structured workplace learning remains limited across healthcare organisations.
AIM: This study aimed to explore how workplace learning can be integrated into healthcare settings to inform curriculum design, resource allocation and organisational support in postgraduate nursing education.
DESIGN AND METHODS: An explanatory sequential mixed-methods study comprising a single-cohort quantitative pre-post knowledge assessment and repeated competence assessments, followed by qualitative focus groups to explain implementation enablers and barriers. Twenty-three postgraduate nurses enrolled in a 13-week workplace learning course participated; 22 completed the study. Quantitative data were analysed with nonparametric statistics, while qualitative data underwent thematic analysis.
RESULTS: We observed a slight improvement in median knowledge scores and increasing competence scores across four time points. As this was a single-group evaluation without a control group, quantitative findings cannot be interpreted as causal effects. Qualitative analysis generated three themes: (1) learning and assessment, (2) integration of workplace learning in the organisation and (3) organisational impact on workplace learning.
CONCLUSION: Workplace learning was feasible and valued when supported by peer learning structures, appropriately timed assessments and organisational enablers such as protected time, adequate infrastructure and leadership support.
PMID:42365465 | DOI:10.1155/jonm/3021423
