Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Changing the course of IfATE: healthier higher and degree apprenticeships for regulated healthcare professionals

Changing the course of IfATE: healthier higher and degree apprenticeships for regulated... The purpose of this paper is to show how and why government discoursal constraints have obstructed the development of viable degree apprenticeships for regulated healthcare professionals working in England and suggests some ways these constraints can now be managed and overcome.Design/methodology/approachThe study uses an analysis of published literature, reviews of government and health professional body policies and regulations and semi-structured interviews recorded with those leading on the development of degree apprenticeships in healthcare-regulated professions.FindingsOnce created, a bureaucracy tends to look for ways to control discourse, to sustain itself and to extend its reach. In doing so, fault lines may be exposed which undermine the position of that bureaucracy, but it will continue to control discourses to maintain power over those it requires to act. There is no pedagogical need for End Point Assessment (EPA) to measure the competence of regulated healthcare professionals. The paper produces evidence to show how meeting health professional registration requirements is a sufficient metric for measuring successful degree apprenticeship outcomes.Research limitations/implicationsThis paper examined current practices relating to the registered nurse and nursing associate degree apprenticeships only. The validity of EPA for measuring occupational competence should be further investigated.Practical implicationsThe NHS and other public service organisations should use these findings to re-examine and challenge the requirements for EPA in degree apprenticeships for all regulated professions.Originality/valueUnderstanding how “centering” bureaucracies control discourse in their interests can help those in their orbit find ways to challenge and alter the course of policy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education, Skills and Work-based Learning Emerald Publishing

Changing the course of IfATE: healthier higher and degree apprenticeships for regulated healthcare professionals

Download PDF
15 pages

Loading next page...
 
/lp/emerald-publishing/changing-the-course-of-ifate-healthier-higher-and-degree-cgb2b000fP
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2042-3896
DOI
10.1108/heswbl-04-2020-0074
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to show how and why government discoursal constraints have obstructed the development of viable degree apprenticeships for regulated healthcare professionals working in England and suggests some ways these constraints can now be managed and overcome.Design/methodology/approachThe study uses an analysis of published literature, reviews of government and health professional body policies and regulations and semi-structured interviews recorded with those leading on the development of degree apprenticeships in healthcare-regulated professions.FindingsOnce created, a bureaucracy tends to look for ways to control discourse, to sustain itself and to extend its reach. In doing so, fault lines may be exposed which undermine the position of that bureaucracy, but it will continue to control discourses to maintain power over those it requires to act. There is no pedagogical need for End Point Assessment (EPA) to measure the competence of regulated healthcare professionals. The paper produces evidence to show how meeting health professional registration requirements is a sufficient metric for measuring successful degree apprenticeship outcomes.Research limitations/implicationsThis paper examined current practices relating to the registered nurse and nursing associate degree apprenticeships only. The validity of EPA for measuring occupational competence should be further investigated.Practical implicationsThe NHS and other public service organisations should use these findings to re-examine and challenge the requirements for EPA in degree apprenticeships for all regulated professions.Originality/valueUnderstanding how “centering” bureaucracies control discourse in their interests can help those in their orbit find ways to challenge and alter the course of policy.

Journal

Higher Education, Skills and Work-based Learning – Emerald Publishing

Published: Nov 27, 2020

Keywords: National health service; Degree apprenticeships; Health professions; Occupational competence; Control of discourse; Validity of assessment

References

  • The psychology of sunk costs
    Arkes, H.; Blumer, C.
  • The creative disruption of degree apprenticeships
    Bravenboer, D.W.; Talbot, J.
  • Number of new nursing students drop as medics rise
    Collins, A.
  • Post-16 skills plan july 2016
  • Report of the independent panel on technical education
  • 14-19 curriculum and qualifications reform final report of the working group on 14-19 reform october 2004
  • Widening participation – it matters!
  • Work experience and pre-employment activity
  • Healthcare workforce statistics – march 2018 (PAS)
  • Nursing associate
  • The NHS long term plan
  • New student funding
  • Running a nursing degree apprenticeship in England
  • A new role within the nursing team
  • Nursing and Midwifery Council (NMC)
  • Our work
  • Supporting higher education in apprenticeships: QAA publishes new guidance
  • Imagining a higher education system beyond Covid-19
    Westwood, A.
  • Heading for the precipice: can further and higher education funding policies be sustained?
    Wolf, A.
  • Why co-design and delivery is “a no brainer” for higher and degree apprenticeship policy
    Bravenboer, D.W.
  • Liberal conservatism, vocationalism and further education in England
    Fisher, R.; Simmons, R.
  • Talent for Care strategic framework
  • A guide to higher and degree apprenticeships
  • The physician associate will see you now – new role to assist patients in primary care
  • Glossary of statistical terms
  • The teaching excellence and student outcomes framework (TEF)
  • A new design and regulatory framework for technical education in England
    Parry, G.
  • Regulatory arrangements for the qualifications and credit framework
  • The faculty of physician Associates at the royal college of physicians
  • Apprenticeship jobs