Work based learning explained

Whilst work based learning does have its own individual challenges the immediate problem of releasing staff for study leave does not occur thus making this approach to learning and development more attractive to many employers.

These work based learning degrees acknowledge value and reward the learning which takes place beyond traditional education and facilitate the integration of practice with theory throughout.  This focus enables professional and personal development of students, at the same time facilitating practice development.  This in turn creates a culture of lifelong learning within clinical environments, with resulting improved quality of care and possibly increased recruitment and retention.

As noted by Professor Melanie Jasper, Head of the College of Human and Health Sciences,

“Work-based learning lies at the heart of professional practice. It therefore needs to underpin any professional development activity – it needs to arise from, and contribute to, the development of practice, whether from an individual, team or organisational perspective, with the overall results demonstrated in improved patient care and outcomes.

“What this will mean in practice is the assumption that practitioners can learn for and through the practice environment using the experiences encountered on a day-to-day basis as the stimulus for their learning. There are various educational strategies that will be adopted to facilitate this approach which involve a broadening of the teaching and learning methods utilised traditionally in professional education. However, key to these are the notions of reflective learning techniques, and the responsibility for learning being placed under the control of the learner, facilitated by educational professionals. This represents a step-change in the way that learning for practice is perceived and considered. It is this role that the Work-based Learning Institute is tasked with leading, both within the College of Human and Health Sciences, and with our partners in health care.”

Delivery of these programmes is a tripartite arrangement between the student, personal tutor and practice facilitator. Therefore students must be employed in an area where there is commitment to work-based learning. Learning for each work based module is based on the development and fulfilment of a learning contract evidenced through a portfolio.

The College is now able to offer credit transfer from other Higher Education Institutes if the previously studied modules are relevant to the planned programme of study. The student can apply to the College  to transfer in up to 40 credits at level 3 and 60 credits at level ‘M’ from other Higher Education Institutes towards their degree.