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Title: Workplace learning : an examination of healthcare landscapes
Author: Cronin, Camille
ISNI:       0000 0004 2727 2583
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Background Growing and sustaining a healthcare workforce is an area for concern for all those working in today's health and education systems. Consequently, understanding the workplace and the learning that takes place within it is fundamental to ongoing strategy, planning and direction. Aim To explore how students learn in different healthcare settings. Method Case study research has been used systematically to examine five students' experience of learning in healthcare settings over a two year health studies study programme. These learning environments were investigated through critical incident interviews, observations, documentation; and data was collected and comparatively analysed. Results The findings of this study suggest the learning environment is unpredictable and the learning experience open to a set of random interconnected variables. With these intrinsically linked variables a model of workplace learning has been proposed and provides a useful way to review the complexities that exist within the learning environment, how they interact with each other and the possible impact they may have on learning in the workplace. As the learner engages in each new environment, the skills they develop are transferrable. Reflective practice is associated with learning in the workplace and is an important learning strategy for all health professionals. Confidence and acceptance was seen as essential pre-requisites to achievement in the workplace; and a positive staff-student relationship is crucial for students to feel accepted, included and valued. Students learn when allowed to take responsibility and self-confidence increases. Conclusion Workplace learning constitutes a significant part of healthcare education providing at least half the education experience. Workplace learning allows students to develop skills and experiences which they would not gain solely from an academic course. Understanding the nature of the learning environment is crucial to developing effective practitioners and education programmes. ' -.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available