Foundation Degree Research Articles

A Cross-Sectional Study of the Current and Future Dental Hygiene and Dental Therapy Student Workforce in the UK and Ireland During 2022-2025: Considering Facilitators and Barriers to the Growth of This Workforce.

With evidence suggesting that dental hygienists (DH) and dental therapists (DThs) can undertake a significant proportion of routine clinical work, this paper explores the number of recent graduates and students currently in training in the UK and Ireland and considers whether there are sufficient DH and DTh registrants to positively impact on population needs. An online questionnaire survey was distributed by the Directors of Dental Hygiene and Therapy Group to all programme leads of dental hygiene and dental therapy programmes during December 2023. There was a 100% response rate. The majority of programmes award a Bachelor's degree, with a minority offering a Diploma or Foundation degree; one programme awards an MSc level qualification. The number of graduates in the 2022-2023 academic year was 429, registered with both the General Dental Council (GDC) and Dental Council of Ireland (DCI). The numbers of DH students expected to graduate in 2023-2024 academic year is likely to increase by 44% and in 2024-2025 this will increase by a further 12% compared to the previous year. The anticipated numbers of DTh graduates registering across the UK in 2023-2024 academic year is 312, representing in a slight decrease of 3% from the previous year; in 2024-2025 this figure is expected to remain static at 313. The results of this study demonstrate the numbers of students recently graduated and in training in the UK and Ireland, during 2022-2025. The numbers of registrants is slightly increasing, but there is a need for detailed information regarding working practices to inform future workforce planning; this will inform the need for increasing training numbers.

The black award gap

The Learning Development team at the University of Northampton has been developing research projects to understand the extent and potential causes of award gaps (Coulson and Loddick, 2020; Loddick and Coulson, 2020; Coulson, Loddick and Rice, 2021). However, the team was not prepared for other findings that emerged from this research related to the Black award gap. Firstly, Black students who engage with a tutorial can see an improvement of up to 4 sub grades. Secondly, analysing award gap data revealed that the Black award gap could be reduced by 50% by eliminating non-submission of assignments. This mini keynote outlined the projects that have been developed: a project with Black students within the Foundation degree framework to ascertain why they might not submit their assignments and a second project to engage ‘Black Student Advocates’ will also be outlined. The challenges of this work were also shared. Questions posed: How has your institution approached the Black award gap? How might you contribute to the reduction (or elimination) of the Black award gap? Can we eliminate the Black award gap?

Reviewing the emotional climates of student veterinary nurses completing industry placements

Background: Student veterinary nurses (SVNs) are required to complete industry placements as part of their training. Veterinary nurse education helps prepare students theoretically and practically. This study examines how SVNs, from two cohorts of a foundation degree course in veterinary nursing from one education provider, felt during their industrial placement year and whether the preparatory support was sufficient during their time in veterinary practice. Aim: There is little reporting of the emotions SVNs face prior to starting and following completion of their work placements and how educational interventions may have a positive impact on their experiences. The aim of this study was to gain an understanding of SVNs' emotions pre- and post-work placement to help identify if there is a need for more targeted educational interventions during their studies to help them better prepare emotionally for the experiences they may face during their placements. Methods: An online questionnaire was given to two foundation degree level 5 SVN cohorts during placement (pre and post) in academic years 2019–20 and 2020–21. In total, 54 responses were submitted to 22 questions (pre-placement) and 41 responses to 58 questions (post-placement). Findings: The top three positive emotions were happiness, excitement and confidence. The top three negative emotions were sadness, anxiety and stress. The results indicated that students could benefit from protected time with their mentors and required clearer expectations prior to starting their industry placement and further support, particularly around animal euthanasia and building resilience. Limitations of the study included that the mid-study interventions that aimed to support the students may have impacted the results and, due to anonymity, we are unable to compare individual pre- and post-placement response rates. Conclusion: Education providers could be doing more to provide SVNs with a toolkit to becoming emotionally agile and resilient so as to help SVNs emotional wellbeing and preparatory support with their industry placement year.

Undrained capacity of two rigidly connected rectangular foundations under general V-H-M loading

Analytical and numerical solutions of the undrained load-carrying capacity of shallow foundations are mainly available for single foundations. This paper investigates the undrained limit states of two-spaced rectangular foundations with rigid connections. Three-dimensional finite-element analyses are carried out to systematically examine the coupled interaction of foundation spacing and degree of soil strength heterogeneity on the load-carrying capacity of the foundation systems under general loading. Results are presented in the form of ultimate limit states under pure vertical (V), horizontal (H), and moment (M) loads, and the failure envelopes under combined V-H, V-M, H-M and V-H-M loading. Soil failure mechanisms obtained from the finite-element analyses are shown for the representative loading paths of the two-foundation systems. Based on the failure mechanisms, the methods are established for calculating the undrained load-carrying capacity of the two-foundation systems to assist the foundation design in practice.

Nursing associates 6 years on: A review of the literature.

This paper reviews the empirical research evidence relating to the nursing associate (NA) role since its implementation in England in 2017. The NA role arose from the findings of the Raising the Bar: Shape of Caring Review (Willis, 2015). The roles' aim is to bridge the gap between healthcare assistant and registered nurse as part of the nursing team, working with people of all ages in a variety of health and social care settings. NAs must successfully complete a trainee programme (usually a Foundation Degree) which, for many, has been completed as an apprentice while remaining in their place of work. A literature search was performed using the British Nursing Index and CINAHL Plus, along with Google Scholar. Exact key words were 'Nursing Associates' and papers were refined to primary research only. Data restrictions were applied from 2017 to the end of September 2022. Each paper was critically appraised to assess the robustness and validity of the search processes and then thematic analysis was undertaken using Braun and Clarke's (Qualitative Research in Psychology, 3, 2006 and 77) six stages of analysis. Nineteen papers were identified; six key themes emerged: lack of support from others; career development; organisational readiness; resilience in the face of adversity; cost; and worker and learner identity. The NA role is allowing career progression for those who would have historically been prevented from accessing the nursing workforce because of entry qualifications and financial limitations. There is a need for organisational readiness to ensure trainee nursing associates (TNA) are supported during their training, that they have equal opportunities to learn, and they are given the status and recognition as a learner. Organisations need to raise awareness among staff to allow the nursing team to understand the NA role. This literature review has relevance for those who employ Nursing Associates or who are considering introducing the role. Due to being a literature review no patient or public consultation took place; however, local employers identified the need for a review of the literature pertaining to the Nursing Associate role.

The registered nursing associate: an overview

Registered nursing associates have obtained a nursing associate foundation degree that has been endorsed by the Nursing and Midwifery Council (NMC) through an approved educational institution. This usually involves 2 years of higher-level study, enabling the registered nursing associate to undertake more complex and significant tasks than a healthcare assistant would, but without the scope of a registered nurse. It is not the intention to replace the registered nurse with a registered nursing associate. The role is used and regulated in England, with the aim of addressing a skills gap between healthcare assistants/support workers and registered nurses - it can also provide a progression route into graduate-level nursing. This article, the first in a series, provides an overview of the registered nursing associate role.

When I studied at Pen Green Children's Centre

Former Pen Green student Samantha Berridge reflects on their time completing both their Foundation Degree and BA (Hons) at Pen Green from 2016-2019.

“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning

21st century early years practitioners are expected to become agents of change by challenging societal inequalities and embracing anti-oppressive approaches. Yet, research suggests that many practitioners hold negative attitudes about children and families who are ethnically, culturally, linguistically and economically different from those in the mainstream and appear oblivious to how their own practice may contribute to the educational inequalities experienced by these children. This article draws on research carried out with early-years practitioners completing a Foundation degree in early years and an Early Childhood Studies BA (Hons) Top-Up course in England, which examined the practitioners’ perspectives of a transformative pedagogy for social justice. Findings suggest the pedagogy inspired practitioners to work towards eradicating enduring societal inequalities. However, when the emotional impact of the transformation is overwhelming, transformative learning may not only inhibit action but also lead practitioners to a state of liminality that requires time to emerge from.

Analyzing the Digital Addiction of University Students through Diverse Variables: Example of Vocational School

Today, when information technologies are evolving rapidly, digital platforms such as computers, the internet, social media and smartphones have become essential parts of our lives. These digital platforms are intensely used by people with a variety of ages. Students mostly use digital platforms to communicate, navigate on social media and playing online and offline games. The digital platforms, which are used for those diverse aims, influence our lives and especially create addiction for students. In this context, the students of vocational schools may be negatively influenced by the intense usage of digital platforms. This study in this regard aims to examine the digital addiction levels of vocational school students and the degree of this addiction based on their genders, departments, school years and levels of income. A survey method was used in this study. 318 foundation degree students from different departments at Sakarya University and Sakarya University of Applied Sciences participated in this study. In order to collect data, a demographics form and the “Digital Addiction Scale”, developed by Kesici and Tunc (2018), were used. The results of the study suggest that the participants have a medium-level addiction. While the students have a mid-level addiction at overuse, non-restraint, emotion situation and sticking sub-dimensions, they have a low-level addiction at inhibiting the flow of life. The digital addiction of vocational school students does not differ according to their school years, genders and income levels of their families but differ by their departments. It is advised that for today's students to use digital courses in an accurate and effective way, new educational methods should be used, and students, parents, teachers and administrators need to be trained to learn the negative psychological and physical effects caused by digital addictions such as the internet, smartphones, computers and social media addictions.

The Effectiveness of a Structural-cum-Communicative Approach to Vocabulary Teaching

This study aims to investigate the effectiveness of a structural-cum-communicative approach to the teaching of vocabulary to students possessing a low level of English proficiency. A total of 52 foundation degree students taking a 13-week preparatory reading and writing course participated in the present study. Both the control and the experimental groups took a pre-test and a post-test. The pre-test contained two parts, each of which included 25 words and a list of 25 definitions for students to select. The same format applied to the post-test. Both groups of participants were taught word-formation knowledge at the initial stage. However, at the later stage of actually teaching target words, the experimental group was engaged in brief conversations on topics related to their daily life with respect to the target words while the control group was provided with explanations only in the teaching process.Paired Samples T-Tests show that only the experimental group scored significantly higher on the post-test than on the pre-test. The findings suggest that the teaching of word-formation knowledge as well as engaging students in conversations related to the target words seems to constitute an effective pedagogical approach to vocabulary building for students possessing a low level of English proficiency.

Reforms and inequalities in selective fields of higher education in France: Measuring the impacts using a dual approach

AbstractOne of the specificities of French higher education is that there is no single higher education system but two compartmentalised and hierarchical higher education systems comprising (1) universities and (2) grande école higher education institutions. Competing for a place in the latter requires that students have succeeded in classe préparatoire studies at the undergraduate level (an intensive foundation degree). While access to university is open to all students, access to classe préparatoire is very selective and remains the source of many inequalities. Thus, in 2018, only 7% of students studying in classe préparatoire programmes had a working‐class father, compared with 50% whose father was a manager, and less than 43% were women, 30% of whom were in the science stream (RERS, 2018). Numerous reforms have been implemented over the past thirty years to mitigate inequalities associated with gender, social and cultural status, as well as geographical location. This study analysed the impact of reforms on the evolution of inequalities. With focus on social and gender inequalities, I use a dual approach to analyse questions pertaining to access and the impact of reforms; specifically, (1) a cliometric approach, based on a quantitative historical analysis of long time series, and (2) a microeconomic approach that relies on individual series. I show that despite measures aimed at opening access to students of different gender and social backgrounds, the grandes écoles higher education institutions remain a relatively compartmentalised system that perpetuates the reproduction of social and gender inequalities.

Does a Nursing Associate Programme Team Work and Leadership Module Make a Difference to Student Nursing Associate Self-reported Leadership Skills? A Mixed-methods Study

Background: Leadership is an essential element in the skills of healthcare professionals at all levels. This is true for Registered Nurses as well as Nursing Associates, who are registered professionals with a two-year foundation degree programme as role preparation. Objective: This paper reports a study examining potential gains that might accrue from leadership and team-working module in year two of the Nursing Associate Foundation Degree programme at one university in the South West of England. Methods: We conducted a mixed-methods study in the summer of 2020, with a pre- and post-module survey using the Student Leadership Inventory – Self, and a virtual focus group on the video conferencing software Zoom ™. Results: The survey results showed a statistically significant difference between Student Nurse Associates’ scores before and after the module, with a moderate effect size. The virtual focus group confirmed benefits that included growing personal confidence amongst those that attended and that they could identify leadership styles and team dynamics in practice. Conclusion: As effective leadership is associated with patient safety and quality of care, we conclude that not only has this module been effective, but also that such preparation for practice can have important real-world impacts beyond the classroom.

Early years foundation degrees: improving social mobility and promoting children’s outcomes through the professionalism of the workforce or a tokenistic substitute for proper education

ABSTRACT The foundation degree was introduced by David Blunkett in England in the year 2000 to widen participation and raise the skill level of the labour market. Foundation degrees have had some successes in widening participation as they are usually vocation based and appeal to the non-typical student. However, the outlook for the foundation degree is uncertain as student numbers on foundation degrees are at their lowest whilst the number of students in higher education is at its highest; thus, demonstrating that the foundation degree’s appeal is reducing. The foundation degree had an additional aim in the early years sector to contribute to the professionalisation of the early years workforce. Nonetheless, recent policy development has diluted earlier aspirations for a professionalised early years workforce with failures to recognise the senior practitioner role or provide appropriate levels of funding. This has resulted in a significant pay disparity for students who complete foundation degrees in the early years when compared to typical graduate salaries. This paper presents findings about the differences in pay for participants from one cohort of students who have recently completed a foundation degree. This study contributes to the literature that is available as it presents findings that identify why this higher education impacts on pay in the early years sector for some students, which mostly relates to changes in professional roles and responsibilities opposed to recognition of the qualification in the sector.

Making sense of the individual experience of those who undertake new role development in the workplace

Purpose The purpose of this study is to generate an understanding of becoming an assistant practitioner (AP) through a work-based learning programme so that work-based learning programmes are designed and delivered to enable practitioners to develop the knowledge, skills and attitudes to undertake new roles from within. Design/methodology/approach The study, based on the lived experience of developing from a health-care assistant to an AP, was based on the philosophical assumption of understanding an experience at a particular time. Constructivism (Denzin and Lincoln, 2008) provided the conceptual framework and phenomenology of the theoretical perspective. Experiential learning, action, reflection and professional knowledge framed the literature review to inform understanding at the commencement of the study. Eight participants were selected, through purposive sampling, from one acute NHS Trust in South East England. Their matron and mentor were interviewed for contextualisation. Interviews occurred at 3 stages, 4 months after commencing the foundation degree (FD), 16 months after commencing the FD and 6 months after completing the FD. Each transcript was considered before moving to the next transcript, this allowed super-ordinate themes to be considered within groups before ascertaining similarities and differences across groups. The emergent and super-ordinate themes were synthesised to inform three over-arching super-ordinate themes. Findings The following over-arching super-ordinate themes emerged from the analysis of the participants’ transcripts from the three phases of the study: recognising the transition; the transition was not linear but was complex and influenced by the individuals’ behaviour, their ability to reflect and take action and to demonstrate professional knowledge. Supporting the journey; the workplace culture needed to support experiential learning and provide time and space to facilitate reflection. Being an AP; a change in professional knowledge and behaviour resulted in enhanced confidence and self-belief and the ability to be an AP. Originality/value This study, based on the lived experience of developing from a health-care assistant to the AP, where participants remained in their place of work rather than undertake placements which is a requirement of regulated programmes, demonstrated that individuals need to recognise the consequences of the behaviours, engage in experiential learning, take action and demonstrate a change in professional knowledge.

Capturing the struggle: adult learners and academic writing

ABSTRACT In this article we discuss the findings from a qualitative research project that explored the struggles of twelve work-based learners whilst they studied on a Foundation Degree in an English University. It examines the concept of struggle within the current context of Higher Education and discusses the need to acknowledge learners’ emotional domain as a normalised and essential aspect of academic study at university. Concepts of self-belief, self-efficacy and agency were central to this investigation where motivation and purpose for learning presented as critical factors for undertaking the Foundation Degree. The learners’ experiences in undertaking written assignments were analysed to explore implications for practice within universities to meet the complex learning needs of non-traditional, adult learners. The data leads the authors to recommend that universities adopt a pedagogy of transparency for learners within the context of widening participation agendas. Learners’ emotions, we advocate, should be welcomed and nurtured as they frequently precede the business and purpose of a Foundation Degree; that of learning and personal growth.

‘This is the plan’: mature women’s vocational education choices and decisions about Honours degrees

ABSTRACT This paper discusses a piece of qualitative research that explored the narratives of a group of mature women when they discussed influences on their post-16 educational decisions. This encompasses their initial vocational education and training (VET) and their choice to study higher education (HE) programmes in England. The research draws on Nancy Fraser’s dual-perspectival notion of social justice to analyse how gender may have affected their educational choices. The research also explores some of the tension experienced in feminist research practice. Data collection was undertaken primarily via semi-structured individual interviews with six female Foundation degree graduates who decided to study an Honours top-up degree. In addition, a research journal was also used to explore a feminist standpoint approach and the research relationships. A thematic analysis of the data found that gender plays a crucial and complicated role in vocational choices. The findings also highlight that although VET is not a second choice, the low pay and misrecognition of ‘pink collar’ work leads the women into HE study. HE is used to gain credibility and employment security. The research concludes that top-up degrees offer the women individualised solutions to the low status and economic precarity vocational education provides.

Adding University to work and life: the work–life balance and well-being experiences of women who combine employment, HE learning and care of the family

ABSTRACT In this article, we considered women’s experiences of undertaking Higher Education (HE) study (Foundation Degree in Early Years (EY)) drawing on research based in the North of England, UK. The study, informed by a social constructionist approach, explored 10 women’s experiences of work–life balance (WLB) and well-being alongside HE study through semi-structured interviews. A focus group explored women’s personal perceptions of WLB and well-being. The findings were analysed thematically and we argue that the formation of a third sphere of commitment (HE study) disrupted WLB and created some disequilibrium, which impacted upon the women’s well-being. The women underwent a transformative process as initial academic inexperience and lack of belonging in University was replaced by confidence and student identity. This transformation was made possible through personal adaptations, diverse strategies and motivation that indicated individual and collective resilience. One noticeable strategy involved the overlapping of commitment spheres, including HE study taking place at home. While being challenging to manage, this contributed to an important cultural shift as study became normal for households, creating the ‘learning family’.

Higher education, initial vocational education and training and continuing education and training: where should the balance lie?

ABSTRACT This paper reviews evidence on two serious imbalances in the UK education and training system: The heavy bias in public spending on initial education and training (for 18–24-year olds) towards higher education at the expense of further education and vocational education and training. The very weak government support for continuing education and training (for adults aged 25-plus) compared to that provided for initial education and training for new entrants to the workforce. The effects of these imbalances are compounded by a marked reluctance by many employers to invest in work-based training, especially long-duration apprenticeship training. In a concluding policy section, the paper discusses ways in which both major imbalances could be reduced by abolishing tuition fees: first, for all Further Education courses up to Level 5 (for example, Foundation degrees, Higher National Diplomas); and second, for work-related, community learning and general-interest courses which do not necessarily lead to formal qualifications. It also considers options for short-duration continuing education and training for adults of all ages to be encouraged without undermining current efforts to reform and improve apprenticeship training

Applied numeracy assessments within the nursing associate curriculum

The nursing associate is a new role in England, creating a bridge between unqualified health care assistants and registered nurses. Health Education England (HEE) and the Nursing and Midwifery Council (NMC) were instrumental in designing a national curriculum for this new qualification (HEE, 2017). Pilot schemes were quickly set up, including the launch of the University of Gloucestershire's 2-year Foundation Degree Nursing Associate programme in April 2017. My work supporting Trainee Nursing Associates (TNAs) to meet the new NMC requirements has led to reflection upon issues of educational consistency and, in particular, an exploration of the evidence base for 100% applied numeracy standards. This paper sets out discussion points around consistency and validity that are broadly applicable to nurse education across the U.K.

Bridging the skills gap: apprentice assistant practitioners having an impact in mental healthcare services. Part 2. The AAP experience

It is important to gain understanding of how apprentice assistant practitioners (AAPs) have an impact in mental healthcare services. This article is the second in a series of four looking at AAPs in mental healthcare services, focusing on the experiences of a group of AAPs now working towards their qualified AAP role. The challenge mental healthcare services face and the subsequent need for growing the workforce will be introduced in terms of the developments in the AAP's role.A small group of AAPs approaching completion of the foundation degree in health and social care (FdA H and SC) were voluntarily recruited to take part in filling out a questionnaire, followed by participation in a focus group. All participants work in mental healthcare services and consented to take part. They were asked to outline in the questionnaire how long they had worked in the service, alongside the specific area they specialise in. This was followed by a focus group, which explored their experiences of engaging in the AAP programme and how this affects their role and that of the wider team. They were asked to give their opinion on the development in their role, from the start of the programme up to the final stages of the apprenticeship.