This edited volume offers a range of insights about, practices of and findings associated with enrichening health and social care students' learning by their engagement in educational processes during and after the completion of their practicum experiences in health and social care settings. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialing and evaluating educational processes that aimed to enrich those practicum experiences for purposes of improving students' understandings, abilities…mehr
This edited volume offers a range of insights about, practices of and findings associated with enrichening health and social care students' learning by their engagement in educational processes during and after the completion of their practicum experiences in health and social care settings. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialing and evaluating educational processes that aimed to enrich those practicum experiences for purposes of improving students' understandings, abilities to address patients' needs, and health and social care related dispositions. These processes and findings from these processes across medical, nursing, midwifery, physiotherapy, pharmacy, exercise physiology, dietetic and speech pathology education speak directly to educators in both clinical and educational settings in the health and social care sectors. These messages, which arise from educators and clinicians enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to this sector alone, however. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational fields.
Section One: Augmenting post-practicum experiences.- 1: Augmenting post-practicum experiences: Purposes and practices; Stephen Billett.- 2: Sharing stories and building resilience: Students preferences and processes of post-practicum interventions; Melissa Cain, Anh Hai Le, and Stephen Billett.- Section Two: Post-Practicum curriculum and pedagogies .- 3: implementation and evaluation of the post-practicum clinical reasoning oral exam, Tracy Levett, Helen Courtney-Pratt, Natalie Govind.- 4: Utilising a post-placement critical assessment task to consolidate interprofessional learning; Gary D. Rogers, Michelle Parker-Tomlin, Kelly Clanchy, James Townshend, and Pit Cheng Chan.- 5: Clinician Peer Exchange Groups (C-PEGs): Augmenting medical students' learning on clinical placement; Julia Harrison, Elizabeth Molloy, Margaret Bearman, Chee Yan Ting, Michelle Leech.- 6: Post-practicum strategies to translate clinical experience to attributes of employability - Responding to graduate selection criteria; Garry Kirwan, Neil Tuttle, Benjamin Weeks and E-Liisa Laakso.- 7: The continuity of care experience and reflective writing: enhancing post-practicum learning for midwifery students; Linda Sweet, Kristen Graham, Janice Bass.- 8: Using learning circles to develop intersubjectivity; Laurie Grealish Lyn Armit, Thea van de Mortel, Stephen Billett, Julie Shaw, Valda Frommolt, Creina Mitchell, Marion Mitchell.- 9: Consolidating clinical learning through post-rotation small group activities; Carole Steketee, Niamh Keane and Katharine Gardiner; University of Notre Dame, Australia.- Section Three: Processes of Feedback and Debriefing.- 10: Bouncing Forward: A Post-practicum workshop to promote professional identity, self-efficacy, and resilience in Master of Speech Pathology students; Elizabeth Cardell, Andrea Bialocerkowski.- 11: Facilitating students' reflections on community practice: a new approach; Jennifer M. Newton, Ashleigh E. Butler.- 12: The reflective debrief: Using students placement experiences to enrich understandings of distinct kinds of nutrition and dietetics practice, Lauren T. Williams, Lynda Ross, Lana Mitchell, Katherine Markwell.- 13: Enhancing feedback literacy in the workplace: A Learner-centred approach; Christy Noble, Christine Sly, Leigh Collier, Lyn Armit, Joanne Hilder, Elizabeth Molloy.- 14: Integrating a Career Development Learning Framework into Work-Integrated Learning Practicum Debrief Sessions, K. Clanchy, S. Sabapathy, G. Reddan, N. Reeves; A. Bialocerkowski.- Section Four Summaries and syntheses: Towards models of effective practice.- 15: Curriculum and pedagogic principles and practices for implementing post-practicum interventions, Stephen Billett.- 16: The Challenges of Implementing Post-Practicum Initiatives; Janice Orrell.- Index.
Section One: Augmenting post-practicum experiences.- 1: Augmenting post-practicum experiences: Purposes and practices; Stephen Billett.- 2: Sharing stories and building resilience: Students preferences and processes of post-practicum interventions; Melissa Cain, Anh Hai Le, and Stephen Billett.- Section Two: Post-Practicum curriculum and pedagogies .- 3: implementation and evaluation of the post-practicum clinical reasoning oral exam, Tracy Levett, Helen Courtney-Pratt, Natalie Govind.- 4: Utilising a post-placement critical assessment task to consolidate interprofessional learning; Gary D. Rogers, Michelle Parker-Tomlin, Kelly Clanchy, James Townshend, and Pit Cheng Chan.- 5: Clinician Peer Exchange Groups (C-PEGs): Augmenting medical students’ learning on clinical placement; Julia Harrison, Elizabeth Molloy, Margaret Bearman, Chee Yan Ting, Michelle Leech.- 6: Post-practicum strategies to translate clinical experience to attributes of employability – Responding to graduate selection criteria; Garry Kirwan, Neil Tuttle, Benjamin Weeks and E-Liisa Laakso.- 7: The continuity of care experience and reflective writing: enhancing post-practicum learning for midwifery students; Linda Sweet, Kristen Graham, Janice Bass.- 8: Using learning circles to develop intersubjectivity; Laurie Grealish Lyn Armit, Thea van de Mortel, Stephen Billett, Julie Shaw, Valda Frommolt, Creina Mitchell, Marion Mitchell.- 9: Consolidating clinical learning through post-rotation small group activities; Carole Steketee, Niamh Keane and Katharine Gardiner; University of Notre Dame, Australia.- Section Three: Processes of Feedback and Debriefing.- 10: Bouncing Forward: A Post-practicum workshop to promote professional identity, self-efficacy, and resilience in Master of Speech Pathology students; Elizabeth Cardell, Andrea Bialocerkowski.- 11: Facilitating students’ reflections on community practice: a new approach; Jennifer M. Newton, Ashleigh E. Butler.- 12: The reflective debrief: Using students placement experiences to enrich understandings of distinct kinds of nutrition and dietetics practice, Lauren T. Williams, Lynda Ross, Lana Mitchell, Katherine Markwell.- 13: Enhancing feedback literacy in the workplace: A Learner-centred approach; Christy Noble, Christine Sly, Leigh Collier, Lyn Armit, Joanne Hilder, Elizabeth Molloy.- 14: Integrating a Career Development Learning Framework into Work-Integrated Learning Practicum Debrief Sessions, K. Clanchy, S. Sabapathy, G. Reddan, N. Reeves; A. Bialocerkowski.- Section Four Summaries and syntheses: Towards models of effective practice.- 15: Curriculum and pedagogic principles and practices for implementing post-practicum interventions, Stephen Billett.- 16: The Challenges of Implementing Post-Practicum Initiatives; Janice Orrell.- Index.
Section One: Augmenting post-practicum experiences.- 1: Augmenting post-practicum experiences: Purposes and practices; Stephen Billett.- 2: Sharing stories and building resilience: Students preferences and processes of post-practicum interventions; Melissa Cain, Anh Hai Le, and Stephen Billett.- Section Two: Post-Practicum curriculum and pedagogies .- 3: implementation and evaluation of the post-practicum clinical reasoning oral exam, Tracy Levett, Helen Courtney-Pratt, Natalie Govind.- 4: Utilising a post-placement critical assessment task to consolidate interprofessional learning; Gary D. Rogers, Michelle Parker-Tomlin, Kelly Clanchy, James Townshend, and Pit Cheng Chan.- 5: Clinician Peer Exchange Groups (C-PEGs): Augmenting medical students' learning on clinical placement; Julia Harrison, Elizabeth Molloy, Margaret Bearman, Chee Yan Ting, Michelle Leech.- 6: Post-practicum strategies to translate clinical experience to attributes of employability - Responding to graduate selection criteria; Garry Kirwan, Neil Tuttle, Benjamin Weeks and E-Liisa Laakso.- 7: The continuity of care experience and reflective writing: enhancing post-practicum learning for midwifery students; Linda Sweet, Kristen Graham, Janice Bass.- 8: Using learning circles to develop intersubjectivity; Laurie Grealish Lyn Armit, Thea van de Mortel, Stephen Billett, Julie Shaw, Valda Frommolt, Creina Mitchell, Marion Mitchell.- 9: Consolidating clinical learning through post-rotation small group activities; Carole Steketee, Niamh Keane and Katharine Gardiner; University of Notre Dame, Australia.- Section Three: Processes of Feedback and Debriefing.- 10: Bouncing Forward: A Post-practicum workshop to promote professional identity, self-efficacy, and resilience in Master of Speech Pathology students; Elizabeth Cardell, Andrea Bialocerkowski.- 11: Facilitating students' reflections on community practice: a new approach; Jennifer M. Newton, Ashleigh E. Butler.- 12: The reflective debrief: Using students placement experiences to enrich understandings of distinct kinds of nutrition and dietetics practice, Lauren T. Williams, Lynda Ross, Lana Mitchell, Katherine Markwell.- 13: Enhancing feedback literacy in the workplace: A Learner-centred approach; Christy Noble, Christine Sly, Leigh Collier, Lyn Armit, Joanne Hilder, Elizabeth Molloy.- 14: Integrating a Career Development Learning Framework into Work-Integrated Learning Practicum Debrief Sessions, K. Clanchy, S. Sabapathy, G. Reddan, N. Reeves; A. Bialocerkowski.- Section Four Summaries and syntheses: Towards models of effective practice.- 15: Curriculum and pedagogic principles and practices for implementing post-practicum interventions, Stephen Billett.- 16: The Challenges of Implementing Post-Practicum Initiatives; Janice Orrell.- Index.
Section One: Augmenting post-practicum experiences.- 1: Augmenting post-practicum experiences: Purposes and practices; Stephen Billett.- 2: Sharing stories and building resilience: Students preferences and processes of post-practicum interventions; Melissa Cain, Anh Hai Le, and Stephen Billett.- Section Two: Post-Practicum curriculum and pedagogies .- 3: implementation and evaluation of the post-practicum clinical reasoning oral exam, Tracy Levett, Helen Courtney-Pratt, Natalie Govind.- 4: Utilising a post-placement critical assessment task to consolidate interprofessional learning; Gary D. Rogers, Michelle Parker-Tomlin, Kelly Clanchy, James Townshend, and Pit Cheng Chan.- 5: Clinician Peer Exchange Groups (C-PEGs): Augmenting medical students’ learning on clinical placement; Julia Harrison, Elizabeth Molloy, Margaret Bearman, Chee Yan Ting, Michelle Leech.- 6: Post-practicum strategies to translate clinical experience to attributes of employability – Responding to graduate selection criteria; Garry Kirwan, Neil Tuttle, Benjamin Weeks and E-Liisa Laakso.- 7: The continuity of care experience and reflective writing: enhancing post-practicum learning for midwifery students; Linda Sweet, Kristen Graham, Janice Bass.- 8: Using learning circles to develop intersubjectivity; Laurie Grealish Lyn Armit, Thea van de Mortel, Stephen Billett, Julie Shaw, Valda Frommolt, Creina Mitchell, Marion Mitchell.- 9: Consolidating clinical learning through post-rotation small group activities; Carole Steketee, Niamh Keane and Katharine Gardiner; University of Notre Dame, Australia.- Section Three: Processes of Feedback and Debriefing.- 10: Bouncing Forward: A Post-practicum workshop to promote professional identity, self-efficacy, and resilience in Master of Speech Pathology students; Elizabeth Cardell, Andrea Bialocerkowski.- 11: Facilitating students’ reflections on community practice: a new approach; Jennifer M. Newton, Ashleigh E. Butler.- 12: The reflective debrief: Using students placement experiences to enrich understandings of distinct kinds of nutrition and dietetics practice, Lauren T. Williams, Lynda Ross, Lana Mitchell, Katherine Markwell.- 13: Enhancing feedback literacy in the workplace: A Learner-centred approach; Christy Noble, Christine Sly, Leigh Collier, Lyn Armit, Joanne Hilder, Elizabeth Molloy.- 14: Integrating a Career Development Learning Framework into Work-Integrated Learning Practicum Debrief Sessions, K. Clanchy, S. Sabapathy, G. Reddan, N. Reeves; A. Bialocerkowski.- Section Four Summaries and syntheses: Towards models of effective practice.- 15: Curriculum and pedagogic principles and practices for implementing post-practicum interventions, Stephen Billett.- 16: The Challenges of Implementing Post-Practicum Initiatives; Janice Orrell.- Index.
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