Using a skills bank for work‐based learning

Abstract

PurposeThe purpose of this paper is to report a work‐based learning innovation developed in response to the skills agenda affecting post‐registration continuing professional development for nurses.Design/methodology/approachThe experience of learners, mentors and assessors using the “Skills Bank” are illustrated as part of an ongoing evaluation of work‐based learning. This was captured by semi‐structured interviews and the observations of the author as innovation was implemented and to the quality issues for academic rigour were addressed. The study is set in the context of the debate about skills and competence.FindingsThe study finds that learners responded well to the innovation because they were motivated and self‐directed. The experience exceeded their expectations of continuing professional education. Some did not engage with the database of skills and learner‐generated skill design was consequently of poor quality. The assessment strategy is well‐defined and rewards excellence in practice with the use of a grading tool.Practical implicationsContent of skills templates reflect current evidence‐based practice, which can be mapped to Skills for Health workforce competences. Maintaining the Skills Bank in terms of currency and authenticity is challenging.Originality/valueThis paper will be of interest to education and training providers keen to address the preparation of health care staff fit for purpose and practice. It attempts to articulate skills as a notion of competence.

Applying learning design to work‐based learning

“…In order to support WBL projects, alternative approaches such as weblog (Costa 2007) and skill bank (Hatfield 2007) have been adopted to address the support of different relevant aspects. A learning design approach is distinct from other approaches in that it supports context-sensitive storage and access of task-relevant knowledge based on a model of the work process structure.…”

Tools to Cope with Clients’ Misbehavior: A Comparative Study

“…Practice descriptors indicate what should be demonstrated by the learner, that is, the procedural or "how to" component. Despite warnings of the reductionist and mechanistic nature of competencies, both critics and supporters acknowledge the contribution of pinning down the concept of 'skill' to the continuing education of healthcare professional (Scholes 2006;Hatfield 2007).…”

Importance of Digital Skills for Competitive Labour Force – Challenges in Work-Based Learning in Latvia

“…The impact of workplace spirituality on work-based learners: individual and organisational level perspectives have to be taken into account and used in the best possible way (Foster & Foster, 2019). Using a skills bank for work-based learning (Hatfield, 2007) is new and innovative approach for vocational education where importance of attitude towards tasks as well as good level of digital skills are noticed and stressed. Researchers have analysed also findings and practical usability of self-design project based learning, considered as an alternative and successful learning model for vocational education (Hamdani & Suherman, 2021) as well as the development of mapping tool for the workbased learning activities (Lemanski & Overton, 2016).…”