# Designing a Workplace-Based Learning Environment for Learning Health Promotion: A Design-Based Research

## TL;DR

This study created a learning environment for health promotion training in healthcare by involving students and supervisors in co-creating a clerkship program.

## Contribution

The study introduces design principles for workplace-based health promotion learning and emphasizes co-creation in educational design.

## Key findings

- A nursing-home clerkship was refined through three design iterations and stakeholder feedback.
- Four design principles were developed to guide workplace-based health promotion learning.
- Co-creation and embracing uncertainty are essential for effective workplace learning in health promotion.

## Abstract

The healthcare landscape has a growing emphasis on health promotion (HP), which makes HP important in the training of future physicians. This study employed design-based research to develop a clerkship focused on HP and to outline design principles for shaping workplace learning environments to promote HP learning.

We evaluated a nursing-home clerkship designed at Radboud University Medical Center in the Netherlands, and refined it over three rounds. Data collection involved individual and group interviews with students and supervisors, as well as observations during clerkship-related meetings and activities. These interactions also facilitated the exchange of perspectives between participants and generation of new design ideas, fostering co-creation of the clerkship design. Data were analyzed through iterative thematic inquiry to inform new design choices and develop design principles.

Evolved clerkship designs included an app for capturing practice experiences to discuss in relation to students’ professional roles, loosening the strict assessment structure, and collaborative creation of a practice assignment about ‘Positive Health’. We constructed four design principles, including: to question and discuss students’ professional identity, provide concrete and meaningful assignments, aim for a peer-learner role for supervisors, and foster co-creation of the workplace learning environment.

Our design principles support the design of workplace-based learning for HP, a subject that is novel within healthcare practice. We find that co-creation of workplace-based learning, which requires embracing uncertainty, is pivotal in this context, for students, practitioners, and educational institutions.