Making sense of self-reported practice impacts after online dementia education: the example of Bedtime to Breakfast and Beyond

Goodenough, Belinda; Watts, Jacqueline N.; Bartlett, Sarah

doi:10.1017/brimp.2020.19

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…Only two of the intervention studies were initiated as a result of the direct learning needs of the caregivers. [38,39] In three studies, the intervention took place in a workplace context, [38,40,41] in six studies the intervention was outside the workplace, with a followup in the workplace context, [42][43][44][45][46][47] and the majority of the interventions took place completely outside the workplace.…”

Section: Study Characteristicsmentioning

confidence: 99%

How do practically trained (student) caregivers in nursing homes learn? A scoping review

Muller-Schoof

Verbiest²,

Stoop³

et al. 2021

JNEP

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Background and objective: Practically trained (student) caregivers (further: caregivers) make up the majority of care staff in nursing homes (NHs). To keep up with the fast-changing healthcare environment and ensure a high quality of care, it is important to know how to stimulate continuous work-based learning (WBL) among this group. The purpose of the study was to systematically study the scientific literature published to date on (1) how caregivers learn in NHs and (2) what facilitates or impedes their learning.Methods: A scoping review was carried out, systematically searching six scientific databases. A total of 35 studies published from January 2009 to February 2021 were included. Study characteristics, learning mechanisms, facilitators, and barriers to learning were extracted and synthesized.Results: None of the studies specifically focused on how caregivers learn. Yet, we identified various learning mechanisms, and found that learning by theory or supervision was most frequently engaged in. Most learning mechanisms used among the groups in the included studies were planned and formal and developed and initiated by others out of the context. Three main themes were identified among the facilitators and barriers of WBL: individual learning, collective learning, and resources for learning. An interdependency between (sub)themes was found.Conclusions: The way caregivers in NHs learn is understudied. Moreover, both their informal learning and the support they receive to be(come) active learners has been overlooked. As WBL provides caregivers with opportunities to learn within a real-life setting, we suggest more research on informal learning mechanisms.

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Section: Study Characteristicsmentioning

confidence: 99%

How do practically trained (student) caregivers in nursing homes learn? A scoping review

Muller-Schoof

Verbiest²,

Stoop³

et al. 2021

JNEP

View full text Add to dashboard Cite

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Designing a skills training pathway for the agricultural workforce from the employer perspective: skills micro-credentials from seasonal worker to supervisor

Cosby,

McDonald,

Lovric

2023

The Journal of Agricultural Education and Extension

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A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government

Varadarajan

Koh

Daniel

2023

Int J Educ Technol High Educ

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Micro-credentials are gaining traction as viable vehicles for rapid upskilling of the workforce in the twenty-first century and potential pathways for gaining employment for some students. The primary purpose of the current systematic review was to understand the current conceptions and discourses of micro-credentials in higher education and to identify the opportunities and challenges in adopting micro-credentials in higher education. The review also aimed to develop a need-driven micro-credentials framework that demonstrates the value of micro-credentials to stakeholders, i.e., learners, higher education institutions, employers, and government agencies. Key findings revealed that there are various stakeholders’ needs and expectations. The learner wants short, practical, and up-to-date courses for their chosen career path, education institutions emphasise accreditation for building trust, employers want clarity regarding the competencies gained through micro-credentials, and government bodies expect higher graduate employability with lower tuition fees. Key findings revealed that implementing micro-credentials can be disruptive in the higher education sector and present several challenges. However, these challenges are likely to be mitigated by increased collaboration among stakeholders. The review has revealed several outstanding research questions critical for the success of micro-credentials as significant pathways to supplement traditional degree programmes. The research presented in the article has implications for policy development to guide the implementation of micro-credentials in the higher education sector.

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Making sense of self-reported practice impacts after online dementia education: the example of Bedtime to Breakfast and Beyond

Cited by 3 publications

References 28 publications

How do practically trained (student) caregivers in nursing homes learn? A scoping review

How do practically trained (student) caregivers in nursing homes learn? A scoping review

Designing a skills training pathway for the agricultural workforce from the employer perspective: skills micro-credentials from seasonal worker to supervisor

A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government

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