Purpose -This paper aims to focus on examples of the perceived tensions of the healthcare work-based learners as they experienced paradigm shifts in both practice and education. Design/methodology/approach -Examples are drawn from a qualitative study to examine work-based learning (WBL) workshops in a Dutch healthcare setting, and a developmental project led by an academic to implement a WBL accredited programme across Acute and Primary Care Trusts in a region of England. The paper also supports the argument of Flood and Romm that within complex organisations there is a need to develop "triple loop" learning as opposed to "double loop" learning. A discussion of the tensions which relate to experience and research is presented. Findings -The paper finds that WBL is not easy, especially in times of rapid change and resistance to new ways of working by some colleagues. Managers, academics, mentors and healthcare learners need opportunities to discuss and interpret experience in order to construct meaning and new knowledge of practice. Key to enabling the development of the work-based inquirer to cope with change and ethical dilemmas is the commitment of facilitators to inspire learning, support the exploitation of workplace resources and encourage networking within and external to the organisation. Practical implications -A benefit of the WBL approach is that it engages the learner in problem solving and enhances the skills of inquiry, networking and creativity. It is important for the learner to gain awareness of the ethical knowledge underpinning practice. Tensions can arise as paradigms shift and when boundaries are misinterpeted, and personal and organisational values and beliefs conflict. Originality/value -While the focus is healthcare the discussion could be relevant and of interest to a wider international audience of WBL practitioners as it considers a topic that is undervalued in workplace learning journals but is a reality of shifting paradigms.
The government's modernisation agenda is challenging traditional practice by introducing new roles and concepts to meet the increasing healthcare needs of the older population and those with long-term conditions. Over the past two years several national pilots have been trialled to examine different models of managing care for these groups. One is the Evercare model, a case management approach to the delivery of care in the community for older people. This article focuses on a cohort of 12 nurses from three local primary care trusts who participated in the national Evercare pilot project from July 2003-April 2005. It examines the context for change, explores and appraises the development of a new role, and evaluates the educational partnership developed with a local university.
The preliminary results of integrating mobile Tablet-PC technology and supporting Classroom Management Software (CMS) in undergraduate Electronic Engineering Technology courses is discussed in this WIP paper. The use of NetSupport School CMS in conjunction with a Tablet-PC, improves course delivery by centrally instructing students on their Tablet-PCs, broadcast the dynamic screen contents along with digital ink annotations in real-time, maintain student attention by monitoring student activities and web usage, and save time by quickly polling the class and showing responses instantly. The students can share their class work instantly with other students or the instructor. The instantaneous sharing of work in realtime improves collaboration between students and faculty and adds new dimensions to the learning environment in the classroom. The initial results show a significant improvement in students' class performance and learning experience. The technology integration, redesigned course, pedagogical approach, student experiences, and results are discussed in this WIP paper.
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