TY - JOUR

T1 - Foundation degree, a pathway to practice, 1/2: mentors are magic

AU - Matthews, David

AU - Bedson, Lynne

N1 - doi: 10.12968/bjha.2014.8.10.506

PY - 2014

Y1 - 2014

N2 - Influenced by various political and economic factors, one of the defining features of the NHS over the past decade has been the growth of the healthcare support worker (HCSW). However, it is the case that official HCSW training programmes are in their infancy. This two-part article, written from the perspective of three lecturers who teach on a foundation degree in Wales to train HCSWs, seeks to illustrate what is involved and what students may expect from their time of study on a bespoke training programme, and how their role complements those of registered professionals. In part one of this two-part article, the relationship students experience with their mentors will be explored, illustrating its significance during the training process. Following this, as the demographic evidence suggests that many HCSWs have not been in higher education previously, the nature of higher education will be illustrated, focusing specifically on those transferable skills that are relevant for both academic success and successful practice. Part two will build upon this, demonstrating some of the more content-specific knowledge associated with the course, enabling students to both enhance already existing knowledge and to acquire more academically orientated knowledge essential for future practice.

AB - Influenced by various political and economic factors, one of the defining features of the NHS over the past decade has been the growth of the healthcare support worker (HCSW). However, it is the case that official HCSW training programmes are in their infancy. This two-part article, written from the perspective of three lecturers who teach on a foundation degree in Wales to train HCSWs, seeks to illustrate what is involved and what students may expect from their time of study on a bespoke training programme, and how their role complements those of registered professionals. In part one of this two-part article, the relationship students experience with their mentors will be explored, illustrating its significance during the training process. Following this, as the demographic evidence suggests that many HCSWs have not been in higher education previously, the nature of higher education will be illustrated, focusing specifically on those transferable skills that are relevant for both academic success and successful practice. Part two will build upon this, demonstrating some of the more content-specific knowledge associated with the course, enabling students to both enhance already existing knowledge and to acquire more academically orientated knowledge essential for future practice.

U2 - 10.12968/bjha.2014.8.10.506

DO - 10.12968/bjha.2014.8.10.506

M3 - Article

VL - 8

SP - 506

EP - 510

JO - British Journal of Healthcare Assistants

JF - British Journal of Healthcare Assistants

SN - 1753-1586

IS - 10

ER -