Practice-based Research in (allied) healthcare

1.3 What can you learn from practice-based research?

Following the successful introduction of chairs at universities of applied sciences, vocational education institutions also have a growing need to develop and share knowledge pertaining to their own professional practice. Since 2012, the first practorates have been established to strengthen the interaction between vocational education and (professional and educational) innovation. The contents and approach of the practorates differ, although they share their focus on sharing knowledge and conducting practical research (Platform Talent voor Technologie, n.d.). The MBO Raad (Dutch council for vocational education and training, n.d.) views conducting research as a means to better assess the consequences of one’s own actions and (consequently) improve the quality and professionalismof lecturers as reflective practitioners and offer students up-to date vocational education. At the moment, work is being done to develop a research culture, strengthen research networks (e.g. through collaboration with chairs in higher vocational education) and gather data, with the freedom to utilise different types of research and innovative forms of knowledge development that are best suited to vocational education. Students are being involved more and more in the activities of practorates. What can you learn from practice-based research? In 2009, the Netherlands Association of Universities of Applied Sciences (Vereniging Hogescholen, then HBO-raad) published a memorandum entitled Kwaliteit als opdracht , in which it was stated that all undergraduate students must acquire research competence for a professional context : “In our modern society, it is crucial that higher education undergraduate students possess research competence for a professional context that leads to reflection, evidence based practice and innovation.” This contributes to the better performance of the professions for which they are trained. According to Andriessen (2016), research competence for a professional context consists of three components: ■ Working from an inquiry stance. Students are curious, thoughtful and critical and they are willing to share information. They must be able to reflect on their own actions in their professional practice, identify areas of improvement, attempt to explain their observations using their foundation of knowledge and find starting points fromwhich to improve their approach. The keyword here is “reflection”. ■ Being able to apply the research results of other studies. Students can find their way around relevant scientific and professional literature pertaining to their field, assess its worth and utilise it. This is a prerequisite in order to operate in accordance with the principles of evidence-based practice. ■ Being able to conduct research (activities). This does not necessarily have to result in generalisable new knowledge that is applicable in and transferable

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