Everywhere and nowhere: Work-based learning in healthcare education

Attenborough, Julie; Abbott, Stephen; Brook, Judy; Knight, Rachael‐Anne

doi:10.1016/j.nepr.2019.03.004

Cited by 41 publications

(45 citation statements)

References 21 publications

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“…The students must have opportunities to alternate between observing/listening and acting on their own when learning during clinical placement. This shows that culture, organisation and relationships between the students and other practitioners are important for the learning processes (Yardley et al, 2012;Hägg-Martinell et al, 2014;Attenborough et al, 2019).…”

Section: Discussionmentioning

confidence: 94%

“…Studies about workplace learning for students in health care are primarily conducted in the largest groups of students in health care -i.e., medical and nursing students. Typically, these studies focus on the organisation and culture in the workplaces where clinical placement takes place (Yardley et al, 2012;Hägg-Martinell et al, 2014;Attenborough et al, 2019). These studies also emphasise relationships and interactions with other professionals, particularly supervisors, as well as personal experiences such as interactions with patients, patient treatment outcomes, feelings about different occasions (Yardley et al, 2012;Hägg-Martinell et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Radiography Students’ Learning During Clinical Placements: Developing Professional Knowing in Practice

Lundvall

Dahlström

Dahlgren

2021

Vocations and Learning

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Radiographers work with image production in medical imaging, a professional field that is undergoing rapid technical development. There is a need to understand how students in radiography education learn within this evolving practice. The aim of this paper is to investigate how radiography students learn professional knowledge in practice during clinical placements. Data collection was through qualitative design using observations and individual interviews. The theoretical framework for the study was a practice-orientated approach. Three themes describing the learning in practice of radiography students emerged as the final result. 1) Attuning to practice: Learning through listening and observing showed how students reconstruct prior knowledge into practical knowing and learn the situated practice. 2) Embodied knowing: Learning through acting in practice illustrated how students reconstructed prior embodied knowledge through their own acting in practice. 3) Dealing with the unexpected: Learning from breakdowns explains how students learn in situations in which unexpected things happen with materiality or relations. On these occasions, relationships with other people were important for developing the students’ knowing about the relationship between materiality, actions and people practicing radiography. This study it gives insight into radiography students’ learning during clinical placement, which can be useful for planning curricula, as well as clinical learning in radiography education.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Radiography Students’ Learning During Clinical Placements: Developing Professional Knowing in Practice

Lundvall

Dahlström

Dahlgren

2021

Vocations and Learning

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“…Important issues on WBL raised by this set of articles include: (1) the nature of workplace learning is both different from and similar to school learning (both informal and formal) and that the worlds of education and work are moving closer to each other (Tynjala, 2008;Raelin, 1997;Tynjala et al, 2003;Le Clus, 2011); (2) that one fundamental objectives of WBL is to maximize learning opportunities and experiences in different professions in order to facilitate career and professional development (Williams, 2010;Costley and Lester, 2012;Wearne et al, 2012) and (3) advances to WBL theoretical and practical discussions in higher and vocational education (Lester and Costley, 2010;Evans et al, 2010;Akkerman and Bakker, 2012;Attenborough et al, 2019). These articles and authors, with others, can be considered as important for the advances of construction of knowledge about WBL.…”

Section: Resultsmentioning

confidence: 99%

A worldwide bibliometric and network analysis of work-based learning research

Bezerra

Mota

Comarú

et al. 2020

HESWBL

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PurposeDuring the last few years there has been an increase of interest in work-based learning (WBL), which can be understood as a process of both developing workplace skills and promoting labor force productivity. This paper aims to map the scientific landscape related to WBL research worldwide.Design/methodology/approachcombined bibliometrics and network analysis techniques to analyze data of scientific publications related to WBL indexed at the Web of Science (WoS) Core Collection.Findingsresults show an increase of publications over time: Education & Educational Research as the most frequent research area to which the articles were assigned, the UK and Australia as the main countries and Monash University (Australia) and Middlesex University (England) as the main organizations producing knowledge on WBL.Originality/valueBy offering a global scientific landscape of WBL research published so far, the authors aimed to contribute to future academic debates and studies in this field of knowledge.

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“…Pedagogues have assigned the following features to WBL: it always employs reflective practice (Helyer, 2015; Jones, 2013); it seeks to recognise the “knowledge and abilities that come about through the three spheres of work, the academic and the personal” (Armsby et al , 2006, p. 370); it is always learner-managed learning rather than academic-managed learning (Attenborough et al , 2019) and “different models [of WBL can be] offered that meet the needs of many people who work” (Costley and Armsby, 2007, p. 23). For example, a recent development within WBL is “work-based mobile learning” (WBML), which embraces “the processes of coming to know and of being able to operate successfully in, and across, new and ever changing contexts, including learning for, at and through work by means of mobile devices” (Pimmer and Pachler, 2014, p. 194).…”

Section: Pedagogical Termsmentioning

confidence: 99%

Work + learning: unpacking the agglomerated use of pedagogical terms

Fergusson

Laan

2021

JWAM

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PurposeThe association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice.Design/methodology/approachConceptual modelling and qualitative descriptions of each pedagogy.FindingsMany of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes.Originality/valueA proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

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Everywhere and nowhere: Work-based learning in healthcare education

Cited by 41 publications

References 21 publications

Radiography Students’ Learning During Clinical Placements: Developing Professional Knowing in Practice

Radiography Students’ Learning During Clinical Placements: Developing Professional Knowing in Practice

A worldwide bibliometric and network analysis of work-based learning research

Work + learning: unpacking the agglomerated use of pedagogical terms

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