Learning to learn through university accredited work-based learning: a threshold conception

Abstract

Purpose – The purpose of this paper is to enhance understanding of the experience of qualified nurses managing the process of learning through work when enrolled on a work-based learning module. Design/methodology/approach – The study was based on constructivist grounded theory using semi-structured interviews with purposive and theoretical sampling of 13 health professionals across acute and community settings. Constant comparative method of data analysis used. Findings – A core category revealed a social process of learning to learn through work as the nurse shifted from a relatively passive view of the self in the workplace to one that actively constructed an environment that facilitated the realisation of learning objectives. The outcome was the development of metacognition skills of learning to learn promoting intentional learning behaviour towards a lifelong learning attitude. Research limitations/implications – If knowledge generated from work-based learning is to nourish the organisation, there needs to be opportunities for knowledge exchange in the workplace, consistent mentor support, protective time and a positive attitude to learning in work from colleagues. The study did not include master's students. Originality/value – While studies have highlighted the influence and impact of organisations on the quality and scope of learning through work, less is known about how health care professionals, in particular qualified nurses, learn to learn in the workplace. This study is of value to those investigating and supporting individuals learning through work-based learning. Threshold concepts and troublesome knowledge introduce a creative perspective to explore the meaning of learning through work

Innovative Productive Method Of Teaching Foreign Languages To International Students

“…Productive learning is connected with the implementation of the concept of professional guidance of students, which has become widespread in the US and European countries as a system of profession oriented training in the middle and higher school (work-based learning). Such kind of learning allows to strengthen continuity between the school and professional education, to solve the problem of developing http: //dx.doi.org/ 10.15405/epsbs.2018.12.02.1 Corresponding Author: Anna V. Rubtsova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 3 the necessary personal and professional qualities of pupils in order to achieve high professional results in the future (Costley & Abukari, 2015;Major, 2016;Meyer, 2014;Nottingham, 2017;Raelin, 2010;Ramage, 2014;Slotte & Herbert, 2006;Talbot & Lilley, 2014).…”

Total Cost Analysis in Logistics : Practical Execution, Learning, and Teaching in Higher Education

“…Drawing on Perkin's thoughts, Wright and Gilmore (2012) and Ramage (2014) suggest that understanding the 'underlying games' of thinking in a discipline is to be seen as a threshold conception. According to Burch et al (2015), knowledge about topics leads to concepts, and multiple concepts are integrated to conceptions.…”

Workplace Writing in L2 Experiences Among Millennial Workforce: Learning to Write in English

“…Billet (1993) assumes it as skills and knowledge acquisition through involvements in authentic tasks by direct or indirect support and guidance from others who are more skilful. The aforementioned descriptions of the relationships between learning and work are easily put as; i) learning through/at work and ii) learning for work (Day 2010, Ramage 2014.…”