Rhetoric & Reality: The Theoretical Basis of Work-Based Learning and the Lived Experience of the Foundation Degree Student

摘要: This hermeneutic phenomenological study has sought to uncover the lived experience of work-based learners and their workplace mentors. Eight mentors (all registered nurses) eleven former Foundation degree students agreed be interviewed. The research identify whether a mismatch exists between theories learning as described by educationalists theorists; compared with how it is actually experienced group had all been healthcare assistants (HCAs) working in acute clinical settings employed within large NHS hospital. All completed two year Health Social Care (FdSc) course preparation become assistant practitioners (AP). start studies was characterised managing conflict, establishing an identity learner own right making sense practitioner role, whilst concluding becoming practitioner, receiving recognition from peers addition feeling need prove validity AP role. Being novice or apprentice not student participants. Four models were against experiences While four capture profoundly social nature learning, none captured challenge faced participants transition being learner, practitioner. finding particularly significant this role completely new mentors, departments hospital Trust which undertaken.