Understanding the essential elements of work-based learning and its relevance to everyday clinical practice

Williams, Caroline

doi:10.1111/j.1365-2834.2010.01141.x

Cited by 71 publications

(44 citation statements)

References 41 publications

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“…Development and promotion are inextricably linked. As a result of this, Gould et al, (2007a) and Williams (2010) call for closer links between those who commission education and training, such as NHS Trusts, and those who provide education and training, such as universities, to deliver education and training that is seen as relevant and useful for nurses and that improves patient experience. Universities must respond with provision that extends beyond traditional programmes of study such as masters programmes, and develop alternative study packages that include shorter skills based study events (Gould et al 2007a).…”

Section: Expectations Of Nurses Maintaining Their Professional Develomentioning

confidence: 99%

Improving access to CPD for nurses: the uptake of online provision

Ousey

Roberts

2013

Br J Community Nurs

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Qualified nurses want to access courses that develop their knowledge and skills base within specific areas that are relevant to the work that they do. Traditional methods of delivery for post registration education usually involve attendance at a university or continuing professional development department for lectures and seminars. It is well known that barriers exist which prevent staff from being released to attend such educational activities, or to fund nurses education and development directly. Furthermore, education of the nursing workforce presents a dilemma for many education providers due to the range of learning styles of the current pool of potential students together with the ever changing demographics of the workforce. This paper aims to explore the dilemma faced by education providers and makes suggestions regarding possible solutions to supporting the continuing professional development of the nursing work force. In particular, education providers are encouraged to consider developing non-traditional study packages which maximise uptake through mechanisms such as on-line provision.

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Section: Expectations Of Nurses Maintaining Their Professional Develomentioning

confidence: 99%

Improving access to CPD for nurses: the uptake of online provision

Ousey

Roberts

2013

Br J Community Nurs

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“…We used a work-based approach, which allows discussion of problems within the local health system and identification of solutions that are contextually relevant [15]. …”

Section: Discussionmentioning

confidence: 99%

“…Work-based capacity-building approaches in the long term are expected to promote retention of health workers as well as improve service delivery [14]. Work-based training approaches have been implemented to strengthen professional capacity [15] and to increase health workers’ capacity to improve maternal, newborn and child health-service delivery.…”

Section: Introductionmentioning

confidence: 99%

A cascade model of mentorship for frontline health workers in rural health facilities in Eastern Uganda: processes, achievements and lessons

Ajeani

Ayiasi

Tetui

et al. 2017

Global Health Action

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Background: There is increasing demand for trainers to shift from traditional didactic training to innovative approaches that are more results-oriented. Mentorship is one such approach that could bridge the clinical knowledge gap among health workers. Objectives: This paper describes the experiences of an attempt to improve health-worker performance in maternal and newborn health in three rural districts through a mentoring process using the cascade model. The paper further highlights achievements and lessons learnt during implementation of the cascade model. Methods: The cascade model started with initial training of health workers from three districts of Pallisa, Kibuku and Kamuli from where potential local mentors were selected for further training and mentorship by central mentors. These local mentors then went on to conduct mentorship visits supported by the external mentors. The mentorship process concentrated on partograph use, newborn resuscitation, prevention and management of Post-Partum Haemorrhage (PPH), including active management of third stage of labour, preeclampsia management and management of the sick newborn. Data for this paper was obtained from key informant interviews with district-level managers and local mentors. Results: Mentorship improved several aspects of health-care delivery, ranging from improved competencies and responsiveness to emergencies and health-worker professionalism. In addition, due to better district leadership for Maternal and Newborn Health (MNH), there were improved supplies/medicine availability, team work and innovative local problem-solving approaches. Health workers were ultimately empowered to perform better. Conclusions: The study demonstrated that it is possible to improve the competencies of frontline health workers through performance enhancement for MNH services using locally built capacity in clinical mentorship for Emergency Obstetric and Newborn Care (EmONC). The cascade mentoring process needed strong external mentorship support at the start to ensure improved capacity among local mentors to provide mentorship among local district staff.

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“…Many workplaces have the potential to offer a rich learning environment supported through the individual's participation in everyday practice (Billet, 2001;Orr and Yun, 2011). A workplace culture that is ready for work based learning and a team that are supportive of a learning culture have been identified as essential for supporting capability development (Williams, 2010). However, there are barriers to realising this potential and ensuring the effectiveness of workplace learning (Billet, 1996).…”

Section: Introductionmentioning

confidence: 99%

Integrated work-based placements – shifting the paradigm

Smith

2018

HESWBL

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Purpose The role of higher education institutions in enhancing capability development of the healthcare professionals workforce has resulted in work-based learning becoming an essential component of awards linked to professional registration. The purpose of this paper is to explore how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability. Design/methodology/approach Constructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study. Findings Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier, two strategies of “doing the portfolio” and “gaining BMS currency” are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. Practical implications To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel. Originality/value The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.

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Understanding the essential elements of work-based learning and its relevance to everyday clinical practice

Cited by 71 publications

References 41 publications

Improving access to CPD for nurses: the uptake of online provision

Improving access to CPD for nurses: the uptake of online provision

A cascade model of mentorship for frontline health workers in rural health facilities in Eastern Uganda: processes, achievements and lessons

Integrated work-based placements – shifting the paradigm

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