legislation and ethics, and ophthalmic dispensing. Successful completion of this course would enable the applicant to register as an optician with provisional 6 license in dispensing with the Optometrists & Opticians Board (OOB). The following graph represents the learners’ sensemaking in these two healthcare courses.
Figure 3: Sense-making process by healthcare learners
Sense-making Process by Healthcare Learners Noticing
Recalling
Labelling
Connecting
Conceiving
Communicating
Taking Actions
5% 17%
14%
12%
13% 20%
19%
Figure 3 shows that adult learners in these healthcare courses were provided with more opportunities to make connections between theory and practice (20%) as compared with the ICT course, in addition to noticing (17%), recalling (12%) and labelling (19%). They were also able to conceive a more systemic understanding of the industry practice throughout the entire learning process (13%). In between these sense-making features, communicating with other stakeholders (14%) was more apparent than in the ICT course. The dotted lines indicate features of sense-making that were happening simultaneously. For example, communicating does not appear with noticing or recalling. Learners were not required or given opportunity to share, or voice what they noticed, e.g. differences and similarities, which can enable connecting. The links between communicating, labelling and connecting were most powerful in the example of learners’ sharing fried chicken over lunch, noticing the bones, labelling the different kinds of bones and fitting them together (connecting). The following examples will elaborate on the above findings. In Henny’s clinical attachment, she was assigned a workplace mentor/supervisor to supervise her throughout her
6
Registrants would need to fulfil all the conditions under Supervisory Framework to be eligible for full licence.
27
