Integrated work based placements – shifting the paradigm

2.50
Hdl Handle:
http://hdl.handle.net/2436/621025
Title:
Integrated work based placements – shifting the paradigm
Authors:
Smith, Sara
Abstract:
Purpose 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.
Publisher:
Emerald
Journal:
Higher Education, Skills and Work-based learning
Issue Date:
Jul-2018
URI:
http://hdl.handle.net/2436/621025
Additional Links:
http://www.emeraldinsight.com/loi/heswbl
Type:
Article
Language:
en
ISSN:
2042-3896
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorSmith, Saraen
dc.date.accessioned2018-01-08T15:26:00Z-
dc.date.available2018-01-08T15:26:00Z-
dc.date.issued2018-07-
dc.identifier.issn2042-3896en
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.en
dc.language.isoenen
dc.publisherEmeralden
dc.relation.urlhttp://www.emeraldinsight.com/loi/heswblen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectCapabilityen
dc.subjectEmployabilityen
dc.subjectWorkplace learningen
dc.subjectConstructivist Grounded Theoren
dc.subjectPractitioner Trainingen
dc.titleIntegrated work based placements – shifting the paradigmen
dc.typeArticleen
dc.identifier.journalHigher Education, Skills and Work-based learningen
dc.date.accepted2018-01-
rioxxterms.funderInternalen
rioxxterms.identifier.project080118SSen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2020-07-01en
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