This dissertation presents the results of a research project on unraveling the dynamics of
facilitating workplace learning through pedagogic practices in healthcare placements.
Supervisors are challenged to foster safe learning opportunities and fully utilize the
learning potential of placement through stimulating active participation for students
while ensuring quality patient care. In healthcare placements, staff shortages and work pressure
may lead to stress when facilitating workplace learning. Enhancing
pedagogic practices in healthcare placements seems essential to support students in
challenging experiences, such as emotional challenges. This dissertation proposes approaches for optimizing learning experiences
for students by highlighting the value of day-to-day work activities and interactions
in healthcare placements, and shedding light on agency in workplace learning
through supervisor- and student-strategies.