Foundation degree students as work-based learners: the mentor's role.

Full Abstract

Healthcare assistants and support workers are beginning to access higher education programmes to expand their roles and practice. One example has been the development of the foundation degree (FD) - a 2-year diploma level course delivered via work-based learning. These undergraduate workplace learners require the support of mentors and assessors. It is proposed that traditional notions of mentorship are insufficiently attuned to the needs of work-based learners who need to prepare more for performance, rather than for practice. This argument rests on the observation that FD students are already immersed in practice and possess a wealth of experience to link to the underpinning knowledge gained from higher education. Evidence from a small piece of interpretive research is used to inform this discussion and highlight the unique needs of work-based learners within the clinical setting.

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Author information

Author/s: Wareing, Mark (M);

Affiliation: Department of Health Professions, Birmingham City University, Birmingham.

Journal and publication information

Publication Type: Journal Article

Journal: British journal of nursing (Mark Allen Publishing) (Br J Nurs), published in England. (Language: eng)

Reference: -2008 Apr 24-May 7; vol 17 (issue 8) : pp 532-7

Dates: Created 2008/06/19; Completed 2008/08/05;

PMID: 18563027, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Education, Continuing - organization & administration
Great Britain
Mentors

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