Becoming a Nurse Aide: An Investigation of an Existing Workplace Curriculum in a Nursing Home

Göller, Michael; Steffen, Bianca; Harteis, Christian

doi:10.1007/s12186-018-9209-z

Cited by 15 publications

(34 citation statements)

References 42 publications

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“…This finding suggests that students in school-based VET were legitimate peripheral participants (Lave and Wenger 1991), whereas apprentices' experienced curriculum (Billett 2006) suggested that they were full participants from the beginning. These results reflect those of Reegård (2015) and Goller et al (2018) who found that novices were given a lot of responsibility and that productive work was expected from them early on. In the case of apprenticeship training, vocational education did not prepare for workplace learning; instead, apprentices were provided contact days during studies.…”

Section: Discussionsupporting

confidence: 86%

“…Participants engaged in agentic actions in order to alter their learning opportunities, for instance, by asking for help and feedback (cf. Goller et al 2018), preferring to do things their own way and working alone or even by neglecting vocational education. Overall, the themes recognised in this study have similarities with Thornton Moore's (2004) study highlighting environment, organisation and individual features.…”

Section: Discussionmentioning

confidence: 99%

“…Although workplace learning is part of VET, it is not always intentionally structured, and educational goals may be overridden by workplace goals and activities (Fjellström and Kristmansson 2016). Goller et al (2018) investigated novice aides' learning processes in nursing homes. They similarly noticed that a fast transition into productive work was expected to fully capitalise novice aides.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The choice of engaging is also related to agency that is often considered as an individual feature or something that individuals do (Goller and Harteis 2017). Often, agency is considered relevant or even a necessary condition for learning, for example, novice aides were expected to actively seek information, feedback and social interaction to get access to new learning opportunities (Goller et al 2018). Here, the focus is on these kinds of learners' agentic actions that may include versatile "self-initiated and goal-directed behaviours that aim to take control over the work environment and/or the acting individual's life" (Goller and Harteis 2017, p. 88).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Vocational Education and Learners’ Experienced Workplace Curriculum

Rintala

Nokelainen

2019

Vocations and Learning

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There has been a growing emphasis on providing students in vocational education and training (VET) with workplace experiences. School-based VET and apprenticeship training have been parallel routes in the Finnish VET system, but relatively little is known of their characteristics regarding students' experiences. This study addresses this research gap by investigating these two VET pathways and addressing the following research question: How do learners experience workplace learning on various learning pathways? This study further investigates three different vocational fields: social and health care, business and administration, and construction. The study was based on semi-structured individual interviews (N = 33): 18 of the participants were students in school-based VET, and 15 were apprentices. The interview data were analysed with thematic analysis. The themes highlighted how the VET pathway builds a frame for participation that is then shaped by work practices and social practices and how, eventually, individuals alter boundaries to participation. The study implies that the two VET pathways, school-based VET and apprenticeship training, have significant differences. However, in the construction sector, differences between students' experiences of workplace learning seem to be less visible. Based on learning experiences, it seems that apprenticeship training and school-based VET cannot be considered parallel or interchangeable routes. This should be acknowledged because the recent reform of vocational upper secondary education aims to advance a flexible combination of school-and work-based pathways, and it can also be considered when discussing the coherence of VET systems.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Vocational Education and Learners’ Experienced Workplace Curriculum

Rintala

Nokelainen

2019

Vocations and Learning

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“…It focuses on a close relation with everyday work tasks and on the experiential development of professional expertise through social interaction and relationships, plus individual reflection (e.g. Valleala et al 2015;Goller et al 2018). Consequently, workplace learning encompasses not only the learning of knowledge and skills but also the implicit and tacit learning of work practices and workplace cultures (Eraut 2004).…”

Section: Learning At Workmentioning

confidence: 99%

Emotions in Learning at Work: a Literature Review

Hökkä

Vähäsantanen

Paloniemi

2019

Vocations and Learning

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The research elaborating emotions in organizational settings has increased considerably in recent years. However, we lack a comprehensive understanding of the role of emotions in learning at work. This review aimed to elaborate how emotions and learning are understood in the field of workplace studies, and how emotions and learning at work are related. For the review, 31 scientific articles were selected and analysed. We found that emotions and learning were understood in a range of ways in the articles. Emotions were mainly defined as emotional experiences and responses, and learning at work mainly referred to learning through participatory practices. In addition, the review illustrates the relationship between emotions and learning at work. Most of the studies focused on the active role of emotions in supporting and/or hindering learning at work, but some indicated the contrary direction of influence, with emotions at work being influenced by learning. The review further illustrates trends and gaps in this research field, and suggests some theoretical underpinnings, with recommendations for future research.

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Understanding students’ participation in physiotherapy and nursing work settings

Ceelen

Khaled

Nieuwenhuis

et al. 2022

Adv in Health Sci Educ

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Students’ health profession education includes learning at the workplace through placements. For students, participating in daily work activities in interaction with supervisors, co-workers and peers is a valuable practice to learn the expertise that is needed to become a health care professional. To contribute to the understanding of HPE-students’ workplace learning, the focus of this study is to identify affordances and characterise student’s participation during placements. We applied a research design based on observations. Three student-physiotherapists and four student-nurses were shadowed during two of their placement days. A categorisation of affordances is provided, in terms of students’ participation in activities, direct interactions and indirect interactions. Students’ daily participation in placements is discussed through unique combinations and sequences of the identified affordances reflecting changing patterns over time, and differences in the degree of presence or absence of supervisors, co-workers and peers.

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Becoming a Nurse Aide: An Investigation of an Existing Workplace Curriculum in a Nursing Home

Cited by 15 publications

References 42 publications

Vocational Education and Learners’ Experienced Workplace Curriculum

Vocational Education and Learners’ Experienced Workplace Curriculum

Emotions in Learning at Work: a Literature Review

Understanding students’ participation in physiotherapy and nursing work settings

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