Work-Based Learning
Bandura and McClelland (1977) described fundamental learning processes—observing, imitating, and modelling—which are integral to work-based learning. Eraut, Alderton, Cole, and Senker (1998) emphasised that “learning from other people and the challenge of work itself proved to be the most important dimensions of learning” (p. 37).
Several workplace learning concepts have been identified in the literature, including ‘informal learning’ (Marsick & Volpe, 1999), ‘task-related learning’ (Wielenga-Meijer, Taris, Kompier, & Wigboldus, 2010), ‘workplace participatory practices’ (Billett, 2004), and ‘development activities’ (Maurer, 2001). A recurring issue in workplace learning research is the lack of clear definitions for these concepts, which are often negatively framed. For example, Marsick and Volpe (1999) describe informal learning as ‘predominantly unstructured,’ ‘unplanned,’ and ‘non-institutionalised.’
Learners’ Experiences in Health Care
Arundell et al. (2018) conducted a qualitative study examining the perspectives of registered care workers and newly inducted staff. Findings revealed that registered staff expressed disappointment regarding new workers’ lack of confidence and insufficient underpinning knowledge and skills. Similarly, Lillekroken’s (2019) case study highlighted the importance of enabling care workers to integrate theoretical knowledge (Hashemiparast et al., 2019) into their daily practice within care homes.
A literature review by Beech et al. (2019) identified persistent challenges in bridging the gap between theoretical learning and practical application. Further research (Attenborough et al., 2019; Nevalainen et al., 2018) suggests that the learning culture within the healthcare sector has become increasingly task-oriented, rendering work-based learning subjective and fragmented.