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Over the years trends in clinical skills education
have swung between classroom based simulation and
clinical based experience. Furthermore with the
development of new roles such as the Advanced Nurse
Practitioner, certain clinical skills are no longer
the domain of one profession. However little
research has investigated the perceptions of those
involved in different educational strategies or the
factors which influence their views. This book
explores the perceptions of those involved in two
types of clinical skills education for the role of
nurse practitioner. The history of clinical skills
education is traced and an analysis of the
perceptions expressed over the course of an
educational initiative undertaken. Perceptions are
clearly linked to wider knowledge discourses and a
model of discourse positioning and movement
developed. The study raises issues for research,
education and practice, and informs contemporary
debates regarding educational evaluation and the
theory-practice gap. The book should be useful to a
range of health care professionals, educationalists,
researchers and those interested in knowledge
translation.
have swung between classroom based simulation and
clinical based experience. Furthermore with the
development of new roles such as the Advanced Nurse
Practitioner, certain clinical skills are no longer
the domain of one profession. However little
research has investigated the perceptions of those
involved in different educational strategies or the
factors which influence their views. This book
explores the perceptions of those involved in two
types of clinical skills education for the role of
nurse practitioner. The history of clinical skills
education is traced and an analysis of the
perceptions expressed over the course of an
educational initiative undertaken. Perceptions are
clearly linked to wider knowledge discourses and a
model of discourse positioning and movement
developed. The study raises issues for research,
education and practice, and informs contemporary
debates regarding educational evaluation and the
theory-practice gap. The book should be useful to a
range of health care professionals, educationalists,
researchers and those interested in knowledge
translation.