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dc.contributor.authorSmith, Sara
dc.date.accessioned2018-01-08T15:26:00Z
dc.date.available2018-01-08T15:26:00Z
dc.date.issued2018-07-01
dc.identifier.citationSmith, S. (2018), "Integrated work-based placements – shifting the paradigm". Higher Education, Skills and Work-Based Learning, 8 (2), pp. 134-150.
dc.identifier.issn2042-3896
dc.identifier.doi10.1108/HESWBL-09-2017-0059
dc.identifier.urihttp://hdl.handle.net/2436/621025
dc.description.abstractPurpose The role of higher education institutions (HEIs) in enhancing capability development of the healthcare professionals workforce has resulted in work based learning becoming an essential component of awards linked to professional registration. This study explores how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability. Methodology Constructivist grounded theory (CGT) methodology and a mixed-methods approach were drawn upon for the study. Findings Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier two strategies of ‘doing the portfolio’ and ‘gaining BMS currency’ are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. Practical Implications To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel. Originality/ Value The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherEmerald
dc.relation.urlhttps://www.emeraldinsight.com/doi/abs/10.1108/HESWBL-09-2017-0059?journalCode=heswbl
dc.subjectCapability
dc.subjectEmployability
dc.subjectWorkplace learning
dc.subjectConstructivist Grounded Theor
dc.subjectPractitioner Training
dc.titleIntegrated work based placements – shifting the paradigm
dc.typeJournal article
dc.identifier.journalHigher Education, Skills and Work-based learning
dc.date.accepted2018-01-03
rioxxterms.funderinternal
rioxxterms.identifier.project080118SS
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2020-07-01
dc.source.volume8
dc.source.issue2
dc.source.beginpage134
dc.source.endpage150
refterms.dateFCD2018-10-19T09:12:35Z
refterms.versionFCDAM
refterms.dateFOA2019-06-12T13:49:18Z
html.description.abstractPurpose The role of higher education institutions (HEIs) in enhancing capability development of the healthcare professionals workforce has resulted in work based learning becoming an essential component of awards linked to professional registration. This study explores how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability. Methodology Constructivist grounded theory (CGT) methodology and a mixed-methods approach were drawn upon for the study. Findings Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier two strategies of ‘doing the portfolio’ and ‘gaining BMS currency’ are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. Practical Implications To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel. Originality/ Value The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.


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