Foundation degree students as work-based learners: the mentor's role.
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.
Wareing
Mark
M
Department of Health Professions, Birmingham City University, Birmingham.
D004496:Education, Continuing / Q000458:organization & administration*; D008611:Mentors; D010865:Pilot Projects; D013334:Students; D006113:United Kingdom