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dc.contributor.authorBillett, Stephen
dc.contributor.authorSweet, Linda
dc.contributor.authorGlover, Pauline
dc.date.accessioned2017-05-03T13:51:54Z
dc.date.available2017-05-03T13:51:54Z
dc.date.issued2013
dc.date.modified2014-08-28T22:59:34Z
dc.identifier.issn1874-785X
dc.identifier.doi10.1007/s12186-012-9094-9
dc.identifier.urihttp://hdl.handle.net/10072/52084
dc.description.abstractThis paper outlines curriculum considerations for the ordering, enactment and experiencing of practice-based experiences (e.g. practicums) in tertiary education programs developing occupational specific capacities. Increasingly, these programs are engaging students in practicum experiences (i.e. those in the circumstances of practice). These practice-based experiences require considerable investment on the part of all involved and so need to be used in ways that do justice to those investments. However, such experiences are often provided and engaged in by students without consideration being given to their educational purposes; their likely contributions and how they can be sequenced and utilised to achieve those purposes. Here, the specific concern is to identify bases for considering these purposes and how these might be realised through the selection and sequencing of student experiences. A case study of two practicum experiences comprising midwifery students' 'follow-through' experiences with birthing women and clinical placements is used to identify the kinds of learning that can arise through different kinds of practice-based experiences and how they might be most effectively organised. The concern, therefore, is to identify how the midwifery curriculum (i.e. pathways of experiences) can be ordered and augmented by particular pedagogic practices that assist realise the program's intended learning outcomes. The two different practice-based experiences are found to generate distinct learning outcomes for the students. The follow-throughs generate understandings about the birthing process from the birthing mothers' perspectives and provide goal states for midwifery work and understandings about midwifery practice, whereas the development of clinical capacities that arise through clinical placements. Consequently, the formers kinds of experiences might be best provides before, or in conjunction with second. Importantly, rather than viewing these experiences as being supplementary to what is provided within tertiary education institutions, they need to be consider as particular kinds of experiences on their own terms and engage with and utilise their contributions accordingly.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent488514 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom237
dc.relation.ispartofpageto257
dc.relation.ispartofissue2
dc.relation.ispartofjournalVocations and Learning
dc.relation.ispartofvolume6
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchMedicine, nursing and health curriculum and pedagogy
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390110
dc.titleThe Curriculum and Pedagogic Properties of Practice-based Experiences: The Case of Midwifery Students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2012 Springer Netherlands. This is an electronic version of an article published in Vocations and Learning, Volume 6, Issue 2, pp 237-257, 2012. Vocations and Learning is available online at: http://link.springer.com/ with the open URL of your article.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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