Using vignettes to explore work-based learning: Part 2

Abstract

This is the second of two articles exploring the use of vignettes as an alternative method of presenting the data arising from interviews. The interviews were carried out as part of research into work-based learning: both articles are based on findings from a hermeneutic phenomenological study into the lived experience of foundation degree mentors and their students-healthcare assistants undertaking a foundation degree in health and social care in order to become assistant practitioners. Part 2 presents a vignette of a notional assistant practitioner, Michelle, that describes her lived experience as a foundation degree student. Michelle's perspective is a distillation of data arising from interviews with 11 former foundation degree students. The vignette attempts to demonstrate the features of 'knowing' and 'becoming' in the practice of foundation degree students, and the impact that being a work-based learner has on students' perceptions of lifelong learning.