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Integrated work-based placements – shifting the paradigm

Integrated work-based placements – shifting the paradigm The role of higher education institutions 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. The purpose of this paper is to explore 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.Design/methodology/approachConstructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study.FindingsFindings 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 implicationsTo 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/valueThe 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education Skills and Work-based Learning Emerald Publishing

Integrated work-based placements – shifting the paradigm

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References (52)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2042-3896
DOI
10.1108/heswbl-09-2017-0059
Publisher site
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Abstract

The role of higher education institutions 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. The purpose of this paper is to explore 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.Design/methodology/approachConstructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study.FindingsFindings 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 implicationsTo 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/valueThe 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.

Journal

Higher Education Skills and Work-based Learning – Emerald Publishing

Published: May 9, 2018

Keywords: Employability; Workplace learning; Capability; Constructivist grounded theory; Practitioner training

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