Clinical Educators in the Learning and Teaching Space—a model for their Work Based Learning

Abstract

Objectives: This paper proposes a model for a work-based learning course for clinical educators who supervise the clinical practice based learning of nursing and allied health students. The model incorporates the paid work (including supervision activities) undertaken by the clinical educators and the explicit practice clinical educators undertake in the form of written reflective exercises.

Design/methodology/approach: A case study methodology was used to study the participants and their interaction with the course content and teaching approach.

Results: The course developed applies the principles of work-based learning to a novel student base—clinical educators who supervise work based learning of health sciences students. Exercises undertaken during the course allowed participants to use their own experiences to develop resources which aligned with literature.

Conclusions: Identifying the tacit and explicit aspects of theory and practice in work-based learning processes has practical significance for other learning institutions wanting to develop similar work-based learning programs.

Keywords:

• clinical educators
• reflection
• transformational learning
• tacit
• explicit