Developing the Health Care Workforce: A Comparison of Two Work-Based Learning Models

Purpose: The purpose of this paper is to share practice on how two approaches to work-based learning (WBL) are used to develop the knowledge and skills of health care staff with different levels of experience and educational attainment within the Department of Nursing and the Department of Allied He...

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Bibliographic Details
Published in:Education & training (London) 2007-01, Vol.49 (3), p.193-200
Main Authors: Brown, Barbara Alice, Harte, Jacqui, Warnes, Anne-Marie
Format: Article
Language:English
Subjects:
Allied Health Occupations
Change Agents
Cognitive Structures
Colleges & universities
Communication Skills
Comparative Analysis
Concept Mapping
Curricula
Curriculum Development
Dietetics
Educational Assessment
Educational Attainment
Educational Background
Educational Needs
Employers
Evaluation Methods
Health Services
Higher education
Labor Force
Labor Force Development
Leadership
Learning Strategies
Nursing
Nursing Education
Occupational Therapy
On the Job Training
Organizational learning
Professional development
Student Development
Students
Studies
Teaching Methods
Workforce
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Summary:Purpose: The purpose of this paper is to share practice on how two approaches to work-based learning (WBL) are used to develop the knowledge and skills of health care staff with different levels of experience and educational attainment within the Department of Nursing and the Department of Allied Health Professions at a post-1992 university (UCLAN) and to enable two models of WBL to be differentiated, for the purposes of curriculum development. Design/methodology/approach: The two models are mapped and compared using a curriculum framework, in order to illustrate differences in ethos, teaching, learning and assessment strategies between the two approaches. Findings: Implementing two different approaches to WBL can meet health and social care employers' workforce development needs and can support the learning of diverse groups of staff, both those entering the health and social care services and those who are experienced and professionally qualified. Research limitations/implications: WBL can be implemented in many different ways to serve a variety of needs, but curriculum developers need to explore, with employers and potential students, their rationale behind engaging in WBL and ensure that ethos, teaching and learning methods and assessment are aligned as discussed by Biggs. Originality/value: This paper provides information on two approaches to WBL adopted by one university and offers insights to others beginning curriculum development in this field. (Contains 3 figures.)
ISSN:0040-0912
1758-6127
DOI:10.1108/00400910710749323