Abstract

This article provides a basic insight into the teaching and learning strategies most likely to be encountered by HCA staff, following the impending regulation of the HCA workforce. Understanding processes of teaching and learning affords HCAs the opportunity of reflecting on how they learn, as well as the strategic content of what they are learning. This means that HCAs will be better placed to evaluate their educational experiences, consider what their own individual learning styles might be and also reflect on how their lifelong learning might be shaped by the learning opportunities afforded to them.

Following a brief discussion of approaches to pedagogic practice, the article provides an insight into social constructivism and its inherent link to problem-based learning, social learning and the impact that all three have on how mentorship infrastructures are shaped in practice.

The article also incorporates a consideration of learning domains, so that HCAs might become more familiar with the differentiation of types and styles of learning.