The ‘rites of passage’ according to Manokore et al.(2019) & Levett- Jones et al (2009) identified WBL HCA Nurse progress towards workplace competence and service delivery for a far more expanded and beneficial health care service (Baskerville, Liddy, & Hogg, 2012; Grumbach et al., 2012).
According to Thor et al. (2004) WBL Assessors can support critical reflection on practice and identify patterns that adopt alternate thinking strategies and behaviours. Assessor- learner working relationship supports Watling (2015) position that HCA staff are observed as person centred who develop new skills and knowledge.
This context for a recognised need for improvement identifies a progression towards the development on health and social care teams as discussed by Smith et al.(2018) & Manley and McCormick (2004). At the beginning of COVID 19 Kessler et.al (2019) identified there is a lack of research evidence to support the successful implementation of new training initiatives.
Furthering the discussion, Costley & Pizzolato (2018) knowledge in the context of WBL is often described as being ‘transdisciplinary’ however, the HCA experience within the workplace as a learning environment will need to demonstrate how they can actively participate in the creation of a new learning environment. This proposal sets out to identify if HSC learning is informed by theory and occurs as a by-product of work-based learning or from experience as highlighted by Eraut (2007) & Williams (2010). Experiences and collaboration of learning development and interaction and exchange of these experiences may identify tensions as Nevalainen et al. (2018: p27) highlights effectiveness towards staff development can be viewed as the ‘essential paradox of work-based learning’.
HSC staff may require a need for space, time and reflection for mutual interactions and exchange of experiences due to COVID 19 while recognising the impact on WBL outcomes.
Nevalainen et al’s (2018) & Christensen et al. (2017) qualitative review reporting on WBL in health care settings and highlighted the opportunities provided by WBL compared to the classroom setting. (practical competence, i.e. handling safe medication) Acknowledging Christensen et al. (2017) & Thurgate (2018) discussions, WBL learning practitioners identified effective and positive learning outcomes:
- A culture of the workplace, learner behaviours- positive/negative
- A workspace and how it is organised to promote (or inhibit) learning;
- Managers – How effective they were in enabling and promoting WBL
- How the Interpersonal relationships between the staff in the workplace are viewed.