Our definition of work-based learning includes formal and informal aspects. At the informal end of the continuum WBL comprises unstructured learning, usually without a teacher. Practice that is supervised by a mentor or supervisor is formal. The characteristics of WBL encompass consolidation of expertise at work with formal knowledge; learner-managed rather than academic-managed learning, and university educators working in partnership with clinical staff to deliver learning.

This website is for anyone working in a multidisciplinary clinical workforce comprising medical, nursing and allied health professional learners.

The introduction of the nursing associate role in January 2017, and apprenticeship levy in April 2017, have presented a new opportunity to further develop the clinical workplace as a learning environment for employees (Halse et al 2018). This context offers potential for the development of post-registration apprenticeships in a range of clinical specialisms, tailored to local demographics.  If the potential is realised, it will represent a transition away from education that is designed by academic staff and undertaken solely in higher education institutions, to education delivered in partnership, with increased collaboration between education providers and the clinical environment.

This transition requires further development of the workplace and increased collaboration between education providers and the clinical environment in order to deliver education in partnership.

The range of staff and services in London presents a powerful learning environment, with exemplars of collaboration between trusts and higher education institutions. This range also presents challenges, as staff roles and responsibilities, and the range of their clinical work, is considerable. Working cultures differ across specialisms and even from ward to ward, and this diversity needs to be captured to establish a sound work-based learning environment. The importance of establishing a learning culture in the workplace is well-researched and reported (Thurgate, 2018), and there is an established model of framing workplace learning (Schein, 2010). The importance of valuing incidental, situated and communal learning is central to the success of work-based learning (Bromme and Tillema, 1995).

City, University of London in collaboration with London South Bank University, is leading an 18 month project, funded by Health Education England based on action research to address factors in preparing the clinical environment for supervision and work-based learning, and to produce principles for best practice in local implementation. The project supports key stakeholders to form a community of practice (COP) in order to identify and solve problems, whilst simultaneously creating guidelines and resources for best practice in local implementation of supervision and work-based learning.

References

Bromme, R. and Tillema, H., 1995. Fusing experience and theory: The structure of professional knowledge. Learning and instruction, 5(4), pp.261-267.

Halse, H; Reynolds, L; and Attenborough, J. (2018). The changing shape of the nursing workforce: what does the literature tell us about establishing new roles such as the Nurse Associate in a complex healthcare system? Nursing Times, 114, 5

Schein, E.H., 2010. Organisational culture and leadership: 4th edition. Jossey-Bass San Francisco.

Thurgate, C., 2018. Supporting those who work and learn: A phenomenological research study. Nurse Education Today, 61, pp.83-88.