ABSTRACT
Social learning theory and practice theory were used as part of a conceptual and theoretical framework to inform the methodology, data analysis and interpretation of a Doctoral study project. The research explored how partnership working with various stakeholders constructed a ‘trusted peer’ relationship for patient and public engagement and involvement (PPEI) for clinical commissioning in the English National Health Service (NHS). The informants were general practitioners (clinical commissioners), service users who were patients and carers, and members of the public (lay representatives) from the local community. The research was informed by practice-based approaches to learning, particularly situated learning theory and Communities of Practice, (CoPs). The primary focus of Wenger’s seminal work on CoPs is learning as social participation. The various committees and work streams were re-imagined as functional separate CoPs but also part of a broader landscape of clinical commissioning in the English NHS. They were studied in two case study sites using four research methods; focus groups, observations, examination of artefacts and interviews. A conceptual model for learning about and understanding PPEI for clinical commissioning was subsequently formulated from the findings.
