Learning in Motion
A Cross-Organizational Webinar as a Learning Arena for Innovation and Collaboration in Nursing Education
DOI:
https://doi.org/10.7557/14.8590Keywords:
Action development, co-creation, cross-organisational Learning, innovation, professional development, Action development, co-creation, cross-organisational Learning, innovation, professional developmentAbstract
The aim of this article is to describe the development and initial trial of a cross-organisational webinar, and to explore whether such a learning environment can promote the development of skills in innovation, leadership and collaboration within nursing education. Representatives from local health services, specialist healthcare, academia and third-year nursing students participated in a digital arena for knowledge sharing, reflection and co-creation. The initiative was informed by action development, and drew on social constructivist, sociocultural and systems theory perspectives. Experiences indicated that the webinar was perceived as relevant, inclusive and valuable for professional dialogue and cross-organisational learning. Students gained insight into real-world development processes and participated in discussions with practitioners. The pilot also highlighted the need for earlier student involvement, broader stakeholder representation and more systematic evaluation. The findings suggest that digital co-creative learning arenas can strengthen links between education and practice and support leadership, innovation and service development competence.
References
Arnold, C., Berger, S., Gronewold, N., Schwabe, D., Götsch, B., Mahler, C. & Schultz, J.-H. (2025). Exploring early interprofessional socialization: a pilot study of student’s experiences in medical history taking. Journal of interprofessional care, 39(5), 799–806. https://doi.org/10.1080/13561820.2019.1708872 https://doi.org/10.1080/13561820.2019.1708872
Brown, K. M. & Rode, J. L. (2018). Leadership development through peer-facilitated simulation in nursing education. J Nurs Educ, 57(1), 53–57. https://doi.org/10.3928/01484834-20180102-11 https://doi.org/10.3928/01484834-20180102-11
Capra, F. & Luisi, P. L. (2014). The systems view of life : a unifying vision. Cambridge University Press. https://doi.org/10.1017/CBO9780511895555
Cooperrrider, D. L. (2012). The concentration effect of strengths. How the whole system " AI" summit brings out the best in human enterprise. Organizational dynamics, 41(2), 106–117. https://doi.org/10.1016/j.orgdyn.2012.01.004 https://doi.org/10.1016/j.orgdyn.2012.01.004
Costa, P., Sousa, J. P., Nascimento, T., Cruchinho, P., Nunes, E., Gaspar, F. & Lucas, P. (2025). Leadership Development in Undergraduate Nursing Students: A Scoping Review. Nurs Rep, 15(5), 160. https://doi.org/10.3390/nursrep15050160 https://doi.org/10.3390/nursrep15050160
Disch, P. G. r., Fredwall, T. E. r., Arntsen, B., Cappelen, K., Førland, O. & Rostad, H. M. Veiviser for forskning i helse- og omsorgstjenestene i kommunen. S. f. omsorgsforskning. https://nva.sikt.no/registration/019a39bc0b82-192a87cb-e3b7-4a42-857a-a0bc401529dd
Edmondson, A. C. & Lei, Z. (2014). Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct. Annual review of organizational psychology and organizational behavior, 1(1), 23–43. https://doi.org/10.1146/annurev-orgpsych-031413-091305 https://doi.org/10.1146/annurev-orgpsych-031413-091305
Fileborn, B., Wood, M. & Loughnan, C. (2022). Peer reviews of teaching as appreciative inquiry : learning from 'the best' of our colleagues. Higher education, 83(1), 103–117. https://doi.org/10.1007/s10734-020-00637-9 https://doi.org/10.1007/s10734-020-00637-9
Grevskott, T., Øvereng, I. A. & Eid, H. R. (2025). Når samarbeid skaper verdi – men ikke alltid eierskap. Nordisk tidsskrift for helseforskning, 21(2). https://doi.org/10.7557/14.8146 https://doi.org/10.7557/14.8146
Hauger, B., Højland, T. G. & Kongsbak, H. (2024). Organisasjoner som begeistrer : appreciative inquiry - ledelse av styrkebaserte og innovative endringsprosesser (2. utgave. utg.). Kommuneforlaget.
Heimburg, D. v. & Ness, O. (2021). Aksjonsforskning : samskapt kunnskap som endrer liv og samfunn (1. utgave. utg.). Fagbokforlaget.
Henny, Rigmor, H., Bente, S., Ingunn Remen, N., June, P. & Elisabeth Dahlborg, L. (2021). Kan en felles læringsarena gi sykepleiestudenter økt klinisk kompetanse? Nordisk tidsskrift for helseforskning, 17(2). https://doi.org/10.7557/14.5743 https://doi.org/10.7557/14.5743
Hernes, T. & Olsen, O. (2016). Organisering i en verden i bevegelse. Cappelen Damm akademisk.
Hornstrup, C., Loehr-Petersen, J., Johansen, T., Gjengedal, J. M., Specht, T., Ringen, E. & Hornstrup, C. (2023). Systemisk ledelse : dialog og relasjoner i organisasjoner (1. utgave. utg.). Gyldendal.
Hornstrup, C. & Storch, J. (2025). Ledelse på tværs. At opbygge kapacitet til kompleksitet (1. utg., Bd. 1). Dansk Psykologisk Forlag.
Kurtz, S., Silverman, J. & Draper, J. (2005). Teaching and learning communication skills in medicine (2nd. utg.). Radcliffe.
McNiff, J. (2013). Action research: principles and practice (3rd. utg.). Routledge. https://doi.org/10.4324/9780203112755 https://doi.org/10.4324/9780203112755
Nasjonal retningslinje for sykepleierutdanning. (2025). Forskrift om nasjonal retningslinje for sykepleierutdanning (FOR-2025-07-04-1477). Lovdata. https://lovdata.no/forskrift/2025-07-04-1477
Nasjonal retningslinje for sykepleieutdanning. (2026). Forskrift om endring i forskrift om nasjonal retningslinje for sykepleierutdanning (FOR-2025-12-18-2985). Lovdata. https://lovdata.no/forskrift/2025-12-18-2985
NTNU. (2026). Webinar som digital læringsarena. Norges teknisk-naturvitenskapelige universitet. https://i.ntnu.no/wiki/-/wiki/Norsk/Webinar+som+digital+l%C3%A6ringsarena
Peček, T. B. & Ovsenik, M. (2018). Organization, Autopoiesis and Human Potential as Paradigm of the Future Organization. Organizacija, 51(3), 208–218. https://doi.org/10.2478/orga-2018-0015 https://doi.org/10.2478/orga-2018-0015
Rienecker, L., Stray Jørgensen, P., Dolin, J., Ingerslev, G. H. & Mørcke, A. M. (2013). Universitetspædagogik. Samfundslitteratur.
Røiseland, A. & Lo, C. (2019). Samskaping – nyttig begrep for norske forskere og praktikere? Norsk statsvitenskapelig tidsskrift, 35(1), 51–58. https://doi.org/10.18261/issn.1504-2936-2019-01-03 https://doi.org/10.18261/issn.1504-2936-2019-01-03
Slåtto, T., Creelman, A., Schneider, M., Röthler, D. & Árnason, H. (2016). Effective Interactive Webinars: Methods to facilitate learning in open collaborative learning environments. A toolbook for practitioners/facilitators. Re-Imagining Learning Scenarios Budapest.
Tanggaard, P. & Nordland, D. (2016). Prosesslederboka : lær å lede gode prosesser og møter [The Process Leader's Handbook: Learn how to lead effective processes and meetings.]. Kommuneforlaget.
Whitmore, C., Bird, M. & Vanderhout, S. (2025). Establishing a learning agenda for learning health system implementation and research in Canada. PLoS One, 20(8), e0323499. https://doi.org/10.1371/journal.pone.0323499 https://doi.org/10.1371/journal.pone.0323499
Zuber-Skerritt, O. & Wood, L. (2019). Action learning and action research : genres and approaches (First edition. utg.). Emerald Publishing. https://doi.org/10.1108/9781787695375
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Torhild Grevskott, Marthe Bjørgum
This work is licensed under a Creative Commons Attribution 4.0 International License.
