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Foundation degree students as work-based learners: the mentor's role
1Department of Health Professions, Birmingham City University, Birmingham.
British Journal of Nursing (Mark Allen Publishing)
|June 20, 2008
Summary
Foundation degrees (FDs) support healthcare assistants in higher education. Traditional mentorship models need adaptation for work-based learners, focusing on performance over practice to leverage existing experience.
Area of Science:
- Healthcare Education
- Workplace Learning
- Professional Development
Background:
- Healthcare assistants and support workers are increasingly accessing higher education.
- Foundation degrees (FDs) offer a 2-year, diploma-level, work-based learning pathway.
- These programs necessitate tailored mentorship and assessment strategies.
Purpose of the Study:
- To critically evaluate traditional mentorship models for work-based learners.
- To propose an adapted approach to mentorship for foundation degree students.
- To highlight the unique needs of clinical, work-based learners.
Main Methods:
- Interpretive research methodology.
- Analysis of the needs of undergraduate workplace learners in healthcare.
- Qualitative evidence gathering within clinical settings.
Main Results:
- Traditional mentorship may not fully address the needs of experienced, work-based learners.
- FD students benefit from linking existing practical experience with academic knowledge.
- A performance-oriented mentorship approach may be more suitable.
Conclusions:
- Existing mentorship frameworks require re-evaluation for work-based higher education.
- Mentorship should be adapted to support the transition and development of healthcare support workers.
- Understanding the specific context of clinical workplace learning is crucial.
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