Ready? Steady? Grow! Readiness for Participating in Learning in Dual Education

Groof, Jetje De; Daniëls, Ellen; Gijbels, David; Kyndt, Eva; Wille, Bart; Bossche, Piet Van den

doi:10.1007/s12186-022-09297-5

Cited by 4 publications

(7 citation statements)

References 37 publications

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“…We did find though that new nurses from Cluster #3 (highly academically prepared and highly self-competent) transfer to a higher degree than nurses from the other clusters. From a theoretical point of view, this lines up with De Groof et al [31] when stating that students with previous work experience in health are more mature when facing the job for which they have been preparing themselves. However, many of the students with previous work experience completed previous study too; so, the question is whether this relation is based on the previous work experience in health of the new nurses or whether it is caused by their previous study in the field [38].…”

Section: Discussionmentioning

confidence: 76%

“…Pool and Swell [30] considered that working is a valuable experience, but it must be related to the studies students are enrolled in to be meaningful. This is why De Groof et al [31] recently confirmed that workplace learning allows students to acquire competences directly related to their job while working. Along the same lines, Nebot [32] found, in his study on the perceptions and experiences of nursing students before the clinical practice performed during the degree, that there are differences between students with previous work experience and those who do not have it; for example, students with previous experience are not as afraid of using their technical skills compared to students who have no work experience.…”

Section: Learning Transfer Factors In Nursing Professionalsmentioning

confidence: 99%

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Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience

Roig-Ester,

Robalino Guerra,

Quesada-Pallarès

et al. 2023

Education Sciences

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While numerous studies have focused on the learning transfer of in-company training in past decades, relatively few have explored the transfer of knowledge from university studies to the workplace, particularly in the context of nursing. Moreover, profile variables tend to be used to describe the sample but not to explore its effect on learning transfer. This article explores the effect of previous work experience—in health—on the learning transfer factors model among new nurses during their first year of work. A total of 196 nurses with six months to one year of experience, representing various healthcare services in Catalonia, participated in this study. We administered a 53-item questionnaire based on the Model to Evaluate Transfer in Nursing Professionals. Using cluster analysis, we identified three distinct groups: Cluster #1 (Academically unprepared with low self-competence), Cluster #2 (Academically unprepared but moderately self-competent), and Cluster #3 (Highly academically prepared and highly self-competent). Nurses in Cluster #3 exhibited a higher degree of learning transfer. However, we also found an interaction between previous work experience and learning transfer. To analyse these interactions, we applied non-traditional analysis techniques, including network analysis, which revealed significant differences between the models with and without work experience. This study highlights the importance of exploring transfer beyond the traditional in-company training context and identifies previous work experiences as one of the key variables that needs to be carefully examined.

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Section: Discussionmentioning

confidence: 76%

Section: Learning Transfer Factors In Nursing Professionalsmentioning

confidence: 99%

Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience

Roig-Ester,

Robalino Guerra,

Quesada-Pallarès

et al. 2023

Education Sciences

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“… 63 a Dual learning = includes learning in working environments and learning in school environments. Dual learning assumes that pupils and students not only apply what they have learned at school in the workplace, but also gain knowledge, skills and attitudes in the workplace which were not introduced in the school environment [ 34 ]. …”

Section: Resultsmentioning

confidence: 99%

The identification of requirements for competency development during work-integrated learning in healthcare education

Janssens,

Andreou,

Embo

et al. 2024

BMC Med Educ

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Background Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There often is a focus on daily practice during WIL. Hereby, continuous competency development is at stake. Moreover, the fact that competencies need to continuously develop is often neglected. Objectives To ultimately contribute to the optimization of CBE in healthcare education, this study aimed at examining how competency development during WIL in healthcare education could be optimized, before and after graduation. Methods Fourteen semi-structured interviews with 16 experts in competency development and WIL were carried out. Eight healthcare disciplines were included namely associate degree nursing, audiology, family medicine, nursing (bachelor), occupational therapy, podiatry, pediatrics, and speech therapy. Moreover, two independent experts outside the healthcare domain were included to broaden the perspectives on competency development. A qualitative research approach was used based on an inductive thematic analysis using Nvivo12© where ‘in vivo’ codes were clustered as sub-themes and themes. Results The analysis revealed eight types of requirements for effective and continuous competency development, namely requirements in the context of (1) competency frameworks, (2) reflection and feedback, (3) assessment, (4) the continuity of competency development, (5) mentor involvement, (6) ePortfolios, (7) competency development visualizations, and (8) competency development after graduation. It was noteworthy that certain requirements were fulfilled in one educational program whereas they were absent in another. This emphasizes the large differences in how competence-based education is taking shape in different educational programs and internship contexts. Nevertheless, all educational programs seemed to recognize the importance of ongoing competency development. Conclusion The results of this study indicate that identifying and meeting the requirements for effective and continuous competency development is essential to optimize competency development during practice in healthcare education.

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“…Finally, our findings are distinctive as it investigates the relationships among a growth mindset, meaningfulness at work, in-role performance and job crafting with corporate trainers. The roles of corporate trainers have been evolved to be more versatile and adaptable to match their capabilities with changing trends, technologies and workplace needs (De Groof et al, 2022;George, 2023). Corporate trainers should be proactive and possess the necessary skills to influence trainees for satisfactory performance and future growth (Ahmed and Khaleque, 2017), which is well aligned with a growth mindset and job crafting.…”

Section: Discussion and Theoretical Implicationsmentioning

confidence: 99%

“…To explore the impact of mindsets on workplace learning and performance (De Groof et al, 2022), this study draws on the JCM (JCM; Hackman and Oldham, 1976) and JCT (JCT; Wrzesniewski and Dutton, 2001). The JCM underscores specific job attributes, such as skill variety, task identity, task significance, autonomy and feedback, positing that these characteristics enhance motivation, satisfaction and performance (Hackman and Oldham, 1976).…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

Linking a growth mindset, job crafting and in-role performance via meaningfulness at work: a moderated mediation model

Oh,

Han,

Han

2024

JWL

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Purpose Informed by the job characteristics model (JCM) and job crafting theory (JCT), this study aims to investigate the mediating role of meaningfulness at work in the relationship between a growth mindset and in-role performance and moderating role of job crafting in this indirect effect. Design/methodology/approach To this end, the authors examined the moderated mediation model with 271 corporate trainers enrolled in the largest online community for adult educators in South Korea. Findings Results showed that the relationship between a growth mindset and in-role performance is positively mediated by meaningfulness at work. Furthermore, job crafting acted as a moderator in this relationship, such that trainers with high levels of job crafting showed a greater in-role performance, while trainers with low levels of job crafting reported a negative indirect effect of a growth mindset. Originality/value The current study contributes to the JCM and JCT by suggesting a growth mindset as individual characteristics to promote meaningfulness at work and in-role performance. The study also responds to the calls to expand the mediation mechanisms and boundary conditions of a growth mindset in the workplace. The authors provide important insights into how corporate trainers’ job crafting is crucial in enhancing or impeding their performance and meaningful work.

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Ready? Steady? Grow! Readiness for Participating in Learning in Dual Education

Cited by 4 publications

References 37 publications

Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience

Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience

The identification of requirements for competency development during work-integrated learning in healthcare education

Linking a growth mindset, job crafting and in-role performance via meaningfulness at work: a moderated mediation model

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