Work-based learning in the context of contemporary health care education and practice: A concept analysis

Practice Development in Health Care

Volumn 8, Issue 2, 2009, Pages 87-127

  Manley, Kim ^a,b   Titchen, Angie ^c,d,e   Hardy, Sally ^f,g  

^a ROYAL COLLEGE OF NURSING   (United Kingdom)

^b BOURNEMOUTH UNIVERSITY   (United Kingdom)

^c FONTYS UNIVERSITY OF APPLIED SCIENCES   (Netherlands)

^d UNIVERSITY OF ULSTER   (United Kingdom)

^e UNIVERSITY OF WARWICK   (United Kingdom)

^f CITY UNIVERSITY   (United Kingdom)

^g MONASH UNIVERSITY   (Australia)

Author keywords

Concept analysis; Effectiveness; Implementation of evidence; Learning culture; Practice development; Work based learning

Indexed keywords

EID: 67650932223     PISSN: 14759861     EISSN: 15570681     Source Type: Journal    
DOI: 10.1002/pdh.284     Document Type: Article

References (128)

1. Allen M, Sargent J, Mann K, Fleming M, Premi J (2003). Videoconferencing for practice based small group continuing medical education: Feasibility, acceptability, effectiveness and cost. Journal of Continuing Education in Health Professions 23: 38-47.
2. ANTA (2003). Annual National Report of the Australian Vocational Education and Training System. Available at http://www.dest.gov.au/NR/rdonlyres.
3. Barrows HS, Tamblyn RM (1980). Problem-Based Learning: An Approach to Medical Education. New York, NY: Springer.
4. Beattie K, James R (1997). Flexible coursework delivery to Australian Postgraduates: How effective is the teaching and learning? Higher Education 33: 177-94.
5. Bellman L (2003). Nurse-Led Change and Development in Clinical Practice. London: Whurr Publishers Ltd.
6. Biggs J (1988). The role of metacognition in enhancing learning. Australian Journal of Education 32: 127-38.
7. Binnie A, Titchen A (1999). Freedom to Practise: The Development of Patient-Centred Nursing. Oxford: Butterworth Heinemann.
8. Birchenall P (1999). Developing a work based learning philosophy (Editorial). Nurse Education Today 19: 173-4.
9. Bleakley A (2002). Pre-registration house officers and ward based learning: A new apprenticeship model. Medical Education 36: 9-15.
10. Bond M, Holland S (1998). Skills of Clinical Supervision for Nurses. Supervision in Context, Series Editors Hawkins P and Shohet R. Buckingham: Open University Press.
11. Boud D, Keogh R, Walker D (1985). Reflection: Turning Experience into Learning. London: Kogan Page.
12. Brennan L (2005). Integrating Work-Based Learning into Higher Education: A Guide to Good Practice. A Report by the University Vocational Awards Council. University Vocational Awards Council, Bolton.
13. Brown JS, Collins A, Duguid P (1989). Situated cognition and the culture of learning. Educational Researcher 18: 32-42.
14. Brown S, McIntyre D (1993). Making Sense of Teaching. Buckingham: Open University Press.
15. Byrd ME, Costello J, Shelton CR, Thomas PA, Petrarca D (2004). An active learning experience in health policy for baccalaureate nursing students. Public Health Nursing 21: 501-6.
16. Cain C (1991). Personal stories: Identity acquisition and self understanding in Alcoholics Anonymous. Ethos 19: 210-54.
17. Caldwell C (2004). Practice development in child health nursing: A personal perspective. In McCormack B et al. (eds) Practice Development in Nursing. Oxford: Blackwell.
18. Capra F (2002). The Hidden Connection: Integrating the Biological, Cognitive, and Social Dimensions of Life into a Science of Sustainability. New York, NY: Doubleday.
19. Chang CH, Yang CY, See LC, Lui PW (2004). High satisfaction with problem based learning for anaesthesia. Chang Gung Medical Journal 27: 654-62.
20. Cleave-Hogg D, Gare D (1995). Development of problem-based obstetrics and gynecology curriculum for 3rd-year medical students. Teaching and Learning in Medicine 7: 95-101.
21. Coats E. (2006) Opening Doors on Creativity: Resources to Awaken Creative Working. London: Royal College of Nursing Institute.
22. Coffield F (2004). Evidence based policy or policy based evidence? The struggle over new policy for workforce development in England. In Rainbird H et al. (eds) Workplace Learning in Context. London: Routledge.
23. Conway J, Sharkey R (2002). Integrating on campus problem based learning and practice based learning: Issues and challenges in using computer mediated communication. Nurse Education Today 22: 552-62.
24. Cunningham G (1998). The RCN's Leadership Programme. London: The Royal College of Nursing.
25. Curran-Smith J, Best S (2004). An experience with an online learning environment to support a change in practice in an emergency department. Computing Informatics in Nursing 22: 107-10.
26. Delva MD, Kirby J, Schultz K, Godwin M (2004). Assessing the relationship of learning approaches to workplace climate in clerkship and residency. Academia Medicine 79: 1120-6.
27. Department of Health (1999). Making a Difference: Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare. London: HMSO.
28. Department of Health (2000). The NHS Plan. A Plan for Investment, a Plan for Reform. London: HMSO.
29. Department of Health (2005). A National Framework to Support Local Workforce Strategy Development. London: Department of Health.
30. Department of Health (2006). Learning for a Change in Healthcare. London: Department of Health.
31. Dewar BJ, Sharp C (2006). Using evidence: How action learning can support individual and organizational learning through action research. Educational Action Research 14: 219-37.
32. Dewar BJ, Walker E (1999). Experiential learning: Issues for supervision. Journal of Advanced Nursing 30: 1459-567.
33. Dewing J, Woodrow A (2001). Facilitating the acquisition of craft knowledge through supported reflection. In Higgs J and Titchen A (eds) Practice Knowledge and Expertise in the Health Professions. Oxford: Buterworth Heinemann.
34. Down J (2004). From conception to delivery: A journey towards a trust-wide strategy to develop a culture of patient-centredness. In McCormack B et al. (eds) Practice Development in Nursing. Oxford: Blackwell Publishing.
35. Elliott J (1994). Research on teachers' knowledge and action research. Educational Action Research: An International Journal 2: 133-7.
36. Eraut M (1994). Developing Professional Knowledge and Competence. London: The Falmer Press.
37. Flanagan J, Baldwin S, Clarke D (2000). Work based learning, as a means of developing and assessing nursing competence. Journal of Clinical Nursing 9: 360-8.
38. Foster E (1996). Comparable But Different: Work Based Learning for a Learning Society. WBL Project Final Report, 1994-96, University of Leeds.
39. Gallagher A, Holland L (2004). Work based learning: Challenges and opportunities. Nursing Standard 4: 39-42.
40. Garbett R, McCormack B (2004). A Concept analysis of practice development. In McCormack B et al (eds) Practice Development in Nursing. Oxford: Blackwell.
41. Garbett R, Hardy S, Manley K, Titchen A, McCormack B (2007). Developing a qualitative approach to 360 degree feedback to aid understanding and development of clinical expertise. Nursing Management 15: 342-7.
42. Glick TH, Armstrong EG (1996). Crafting cases for problem-based learning: Experience in a neuroscience course. Medical Education 30: 24-30.
43. Golden M, Tee S (2004). Acute mental healthcare: Transforming cultures, a practice development approach. In McCormack B et al. (eds) Practice Development in Nursing. Oxford: Blackwell.
44. Gowin DB (1981). Educating. New York, NY: Cornell University Press.
45. Green AJ, Holloway DG (1997). Using a phenomenological research technique to examine student nurses' understandings of experiential teaching and learning a critical review of methodological issues. Journal of Advanced Nursing 26: 1013-19.
46. Gribben B, Cochrane C (2006). Critical companionship: Our learning journey. Practice Development in Health Care 5: 14-9.
47. Hardcastle JE (2006). The meaning of effective education for critical care nursing practice: Thematic analysis. Australian Critical Care 17(114): 116-8; 120-2.
48. Harding R (2002) Work based learning in pre registration programmes. Paediatric Nursing 14: 36-8.
49. Hardy S, Titchen A, McCormack B, Manley M (2009). Revealing Nursing Expertise Through Practitioner Inquiry. Oxford: Blackwell.
50. Hargreaves J (1997). Using patients: Exploring the ethical dimension of reflective practice in nurse education. Journal of Advanced Nursing 25: 223-8.
51. Heron J (1989). Facilitators' Handbook. London: Kogan Page.
52. Higher Education Funding Council of England (2003). Strategic Plan 2003-8. Bristol: HEFCE.
53. Jarvis P (1999). The Practitioner/Researcher: Developing Theory from Practice. San Francisco, CA: Jossey Bass.
54. Jeong S, Lee T, Kim I, Lee M, Kim M (2007). The effect of nurses' use of the principles of learning organization on organizational effectiveness. Journal of Advanced Nursing 58: 53-62.
55. Johns C (1994). The Burford NDU Model: Caring in Practice. Oxford: Blackwell.
56. Klinger JK (2004). The science of professional development. Journal of Learning Disabilities 37: 248-55.
57. Knowles M (1990). The Adult Learner: A Neglected Species (4th Edn). Houston, TX: Gulf Publishing Co.
58. Larsen et al (2005). Practice development facilitation: An integrated strategic and clinical approach. Practice Development in Health Care 4: 142-9.
59. Lave J, Wenger E (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
60. Lyon P (2004). A model of teaching and learning in the operating theatre. Medical Education 38: 1278-87.
61. Magalhaes SM, Duarte ER (2004). Management trends that may lead nursing to new paths (In Portugese). Revista Brasilera de Enfermagen 57: 408-11.
62. Manley K (1997). A conceptual framework for advanced practice: An action research project operationalising an advanced practitioner/consultant nurse role. Journal of Clinical Nursing 6: 179-90.
63. Manley K (2002). Commentary on critique of consultant nurse framework. Nursing in Critical Care 7: 84-7.
64. Manley K (2004a). Transformational culture: A culture of effectiveness. In McCormack B et al (eds) Practice Development in Nursing. Oxford: Blackwell.
65. Manley K (2004b). Workplace culture: Is your workplace effective? How would you know? Editorial. British Association of Critical Care Nurses, Nursing in Critical Care 9: 1-3.
66. Manley K, McCormack B (2003). Practice development: Purpose, methodology, facilitation and evaluation. Nursing in Critical Care 8: 22-9.
67. Manley K, Hardy S (2005). Improving Services to Patients Through Ongoing Development of Critical Care Teams. A project report commissioned by the DoH (England). London: Department of Health.
68. Manley K, Webster J (2006). Can we keep quality alive? Nursing Standard 21(3): 12-5.
69. Manley K, Hardy S, Titchen A, Garbett R, McCormack B (2005). Changing Patients' Worlds Through Nursing Practice Expertise: A Research Report. London: Royal College of Nursing.
70. Manley K, Sanders K, Cardiff S, Garbarino L, Davren M (2007). Effective Workplace Culture: The Attributes, Enabling Factors and Consequences Workplace Resources for Practice Development. London: Royal College of Nursing.
71. Marin-Campos Y, Mendoza-Morales L, Navarro-Hernandez JA (2004). Students' assessment of problems in a problem-based learning pharmacology course. Advances in Health Science Education 9: 299-307.
72. Mathews J, Candy P (1999). New dimensions in the dynamics of learning and knowledge. In Boud D, Garrick J (eds) Understanding at Work. London: Routledge.
73. Mattessich P, Monsey B (1993). Collaboration: What Makes it Work? St Paul, MI: Amherst H Wilder Foundation.
74. McCormack B, Manley K, Garbett R (2004a). Practice Development in Nursing. Oxford: Blackwell.
75. McCormack B, Devlin M, McIlrath C (2004b). REACH Pilot1a Evaluation. London: Royal Hospitals Trust and Royal College of Nursing.
76. McCormack B, Dewar B, Wright J, Garbett R, Harvey G, Ballantine K (2006). A Realist Synthesis of Evidence Relating to Practice Development: Executive Summary. NHS Quality Improvement, Scotland. Available at http://www.nes.scot.nhs.uk/. [Accessed 19 January 2008]
77. McCormack B, Manley K, Kitson A, Titchen A, Harvey G (1999). Towards practice development A vision in reality or a reality without vision? Journal of Nursing Management 7: 255-64.
78. McCormack B, Manley K, Walsh K (2008). Person-centred systems and processes. In Manley K et al. (eds) International Practice Development in Healthcare. Oxford: Blackwell.
79. McGill I, Beaty L (2001). Action Learning: A Guide for Professional Management and Educational Development (2nd Edn). London: Kogan Page Ltd.
80. Ministries of Social Affairs and Employability and Education, Culture and Science (2007). Doorpakken met leren & werken (in Dutch). Available at http://www.minocw.nl/documenten/LenW_Plan_van_aanpak.pdf (Accessed 19 January 2008).
81. Moore L (2007). Partnerships and work based learning: An evaluation of an opportunity to pioneer new ways to care for the older people in the community. Assessment and Evaluation in Higher Education 32: 61-77.
82. Neufeld VR, Barrows HS (1974). The MacMaster philosophy: An approach to medical education. Medical Education 49: 1040-50.
83. Nolan M, Grant G (1993). Action research and quality of care: A mechanism for agreeing basic values as a precursor to change. Journal of Advanced Nursing 18: 305-11.
84. Ogrinc G, Headrick L, Morrison LJ, Foster T (2004). Teaching and assessing resident competence in practice based learning and improvement. Journal of General Intern Medicine 19: 496-500.
85. Pawson R, Tilley N (1998). Realistic Evaluation. London: Sage.
86. Phillips RM, Davies WB, Neary M (1996). The practitioner teacher: A study of the introduction of mentors in the pre-registration nurse education programme in Wales: Part 2. Journal of Advanced Nursing 23: 1080-8.
87. Plesk P (2001). Redesigning health care with insights from the science of adaptive systems. In Crossing the Quality Chasm: A new health system for the 21&sup&st&/sup& century, Edited by Institute of Medicine, Washington DC National Academy Press: 322-335.
88. Pollard KC, Miers ME, Gilchrist M (2004). Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health & Social Care in the Community 12: 346-58.
89. Royal College of Nursing (1999). Realising Clinical Effectiveness and Clinical Governance through Clinical Supervision. Royal College of Nursing Institute Open Learning Pack. Abingdon: Radcliffe Medical Press.
90. Royal College of Nursing (2005). Easing the way. Royal College of Nursing Magazine (Spring): 35.
91. Rodgers BL (1989). Concepts, analysis and the development of nursing knowledge: The evolutionary cycle. Journal of Advanced Nursing 14: 330-5.
92. Rogers CR (1983). Freedom to learn for the 80's. Columbus, OH: Charles Merrill.
93. Rogerson ECB, Harden RM (1999). Seven years on: Distance learning courses for first level registered nurses and midwives. Nurse Education Today 19: 286-94.
94. Rolfe G (1996). Closing the Theory Practice Gap: A New Paradigm for Nursing. Oxford: ButterworthHeinemann Ltd.
95. Royal College of Nursing (2006). Facilitation Standards. RCN Publishing: London.
96. Royal College of Nursing (2007). Workplace resources. RCN Publishing: London.
97. Rycroft-Malone J, Seers K, Titchen A, Harvey G, Kitson A, McCormack B (2004). What counts as evidence in evidence based practice?, Journal of Advanced Nursing 47: 81-90.
98. Sanders K (2004). Developing and Implementing a Family Health Assessment: From Project Worker to Practice Developer. In McCormack B et al. (eds) Practice Development in Nursing. Oxford: Blackwell.
99. Schön DA (1983). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
100. Schön DA (1987). Educating the Reflective Practitioner: Toward a New Design of Teaching and Learning in the Professions. San Francisco, CA: Jossey Bass.
101. Spouse J (1996). The effective mentor: A model for student-centred learning in clinical practice. Nursing Times Research 1: 120-33.
102. Spouse J (1998). Scaffolding student learning in clinical practice. Nurse Education Today 18: 259-66.
103. Spouse J (2001). Bridging theory and practice in the supervisory relationship: A sociocultural perspective. Journal of Advanced Nursing 33: 512-22.
104. Stenhouse L (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Stokes J (2004). Developing a corporate strategy to develop effective and patient-centred care. In McCormack B et al. (eds) Practice Development in Nursing. Oxford: Blackwell.
105. Swallow VM, Chalmers H, Miller J, Piercy C, Sen B (2001). Accredited work based learning for new nursing roles: Nurses' experiences of two pilot schemes. Journal of Clinical Nursing 10: 820-1.
106. Tinkler DE (1993). A 'constructivist' theory of acquisition, and its implications for learner-managed learning. In Graves NJ (ed.) Learner Managed Learning. Leeds: World Education Fellowship.
107. Titchen A (1997). Creating a learning culture: A story of change in hospital nursing. In Hollingsworth S (ed.) International Action Research: A Casebook for Educational Reform. London: Falmer Press.
108. Titchen A (2000). Professional Craft Knowledge in Patient-Centred Nursing and the Facilitation of its Development. University of Oxford DPhil Thesis. Oxford: Ashdale Press.
109. Titchen A (2003). Critical companionship: Part 1. Nursing Standard 18: 33-40.
110. Titchen A (2009). Nurturing professional artistry in the workplace. In Hardy S; Titchen et al. (eds) Revealing Nursing Expertise Through Practitioner Inquiry. Wiley-Blackwell: New York.
111. Titchen A, Binnie A (1994). Action research: A strategy for theory generation and testing. International Journal of Nursing Studies 31: 1-12.
112. Titchen A, Ersser S (2001). Explicating, creating and validating professional craft knowledge. In Higgs J, Titchen A (eds) Practice Knowledge and Expertise in the Health Professions. Oxford: Butterworth Heinemann.
113. Titchen A, Higgs J (2007). Qualitative research: Journeys of meaning making through transformation, illumination, shared action and liberation. In Higgs J et al. (eds) Being Critical and Creative in Qualitative Research. Sydney: Hampden Press.
114. Titchen A, Manley K (2007). Facilitating research as shared action and transformation. In Higgs J et al. (eds) Being Critical and Creative in Qualitative Research. Sydney: Hampden Press.
115. Titchen A, McCormack B (2008). A methodological walk in the forest: Critical creativity and human flourishing. In Manley K et al. (eds) International Practice Development in Nursing and Healthcare. Oxford: Blackwell.
116. Titchen A, McGinley M (2003). Facilitating practitioner-research through critical companionship. NT Research 8: 115-31.
117. Townsend J (1994). Challenge models for learning and knowing. In McMillan M, Townsend J (eds) Reflections on Contemporary Nursing Practice. Sydney: Butterworth Heinemann.
118. Uys LR, Van Rhyn LL, Gwele NS, McInerey P, Tanga T (2004). Problem-solving competency of nursing graduates. Journal of Advanced Nursing 48: 500-9.
119. Vygotsky LS, Luria AR (1930). Chapters 1 & 2 In, Vygotsy LS, Primitive man and child: Essays in the history of behaviour. Harvester Wheatsheaf.
120. Walker E, Dewar BJ (2000). Moving on from interpretivism: An argument for constructivist evaluation. Journal of Advanced Nursing 32: 713-20.
121. Walker E, Dewar B (2001). How do we facilitate carers' involvement in decision-making? Journal of Advanced Nursing 34: 329-37.
122. Walsh K, McAlister M, Morgan A (2002). Using reflective processes to identify practice change issues in an aged care service. Nurse Education in Practice 2: 230-6.
123. Ward C, McCormack B (2000). Creating an adult learning culture through practice development. Nurse Education Today 20: 259-66.
124. Wenger E (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
125. White K (2004). Developing a secure-enough base: Teaching psychotherapists in training the relationship between attachment theory and clinical work. Attachment & Human Development 6: 117-30.
126. Wilson V (2005). Developing a Culture of Family-Centred Care: An Emancipatory Practice Development Approach. Phd Thesis, Monash University, Melbourne.
127. Wilson V, McCormack B, Ives G (2006). Re-generating the 'self' in learning: Developing a culture of supportive learning in practice. Learning in Health and Social Care 5: 90-105.
128. Wood D, Bruner J, Ross G (1976). The role of tutoring in problem-solving. Journal of Child Psychology 17: 89-100.