Development of high quality health professionals depends upon high quality learning experiences in the practice environment. This is acknowledged by increased emphasis on quality assurance in practice-based professional education, and in calls for accreditation of practice-based educators. Inevitably this has major benefits for patient/client populations utilising healthcare services. The Practice-Based Educator - A reflective tool for CPD and accreditation builds on an earlier book, The Clinical Educator - Role Development by Ann Moore, Ros Hilton, Jane Morris, Lynne Caladine and Helen…mehr
Development of high quality health professionals depends upon high quality learning experiences in the practice environment. This is acknowledged by increased emphasis on quality assurance in practice-based professional education, and in calls for accreditation of practice-based educators. Inevitably this has major benefits for patient/client populations utilising healthcare services. The Practice-Based Educator - A reflective tool for CPD and accreditation builds on an earlier book, The Clinical Educator - Role Development by Ann Moore, Ros Hilton, Jane Morris, Lynne Caladine and Helen Bristow. Published in 1997, it proved to be a valuable resource for practice-based educators in the Allied Health Professions. This new book updates the background and context of practice-based education. It includes an extensive section on techniques and methods as well as a troubleshooting section. This uses vignettes to explore some reasons why things might go wrong in practice-based learning interactions, and sugests ideas for dealing with problems such as: * learner alienation in the practice-based learning environment * match and mismatch between learner stage of development and educator approach * fear and failure in the practice-based learning enviroment * the 'blocked learning cycle' At the end of each chapter, proformas linked to specific learning outcomes are provided. These draw on readers' application of reflective activities in the chapter to their own practice as educators and learners. Learning in each chapter can be linked to a set of generic outcomes for accreditation. In this way readers can build a portfolio of evidence to use in any subsequent application for formal accreditation. This practical text will provide an easily accessible resource for health professionals involved in practice-based education at a variety of levels.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Meet Sonja Cross, a seasoned life coach with over a decade of experience in guiding individuals towards self-discovery, personal growth, and emotional well-being. Sonja has channeled her expertise, empathy, and unique sense of humor into their latest literary creation, "The Love Letters I Never Received."With a passion for illuminating the brighter side of life, Sonja weaves a tapestry of humor, inspiration, and heartfelt wisdom in their book. As a firm believer in the transformative power of affirmations, she uses her extensive knowledge to help readers unlock their true potential and navigate life's ups and downs with grace."The Love Letters I Never Received" is a delightful and thought-provoking journey through the often untrodden paths of self-love and self-acceptance. Sonja draws from her rich reservoir of insights as a life coach to offer readers a fresh perspective on affirmations, encouraging them to laugh at life's quirks and to see the beauty in every moment.Through her writings, Sonja Cross offers a hand to hold and a smile to share, guiding readers toward a more joyful and meaningful life. This book is a testament to their unwavering commitment to uplifting others, reminding us all that even in the most challenging of times, a dose of humor and a dash of self-love can make all the difference.With "The Love Letters I Never Received," Sonja Cross is on a mission to help readers embrace their unique journeys, write their own love letters to themselves, and find inspiration in the everyday moments that make life truly extraordinary.In addition to being an accomplished life coach, Sonja Cross is a sought-after speaker, workshop leader, and mentor. Her work has touched the lives of countless individuals, bringing about positive transformations and encouraging them to live their most authentic, joyful, and inspired lives.For a dose of laughter, inspiration, and a heartfelt reminder of the love that exists within each of us, explore "The Love Letters I Never Received" by Sonja Cross and embark on a delightful journey of self-discovery and affirmation.
Inhaltsangabe
Contributors. Foreword. Preface. Acknowledgments. 1. About This Book and How to Use It. Introduction. Who will find this book useful. What does the book aim to do?. Learning outcomes. What is reflection and what does it offer the practice-based educator?. How is reflective thinking organised?. How can reflection help to make sense of experience?. How does the book use reflection to help develop your role?. How can the book help to provide evidence for CPD?. Summary. References and further reading. 2. Practice-Based Learning and Healthcare Quality. Introduction. Learning outcomes. What is practice-based learning?. Practice-based educators. The scope of the practice-based educator's role. Current issues influencing practice-based education. Accreditation of practice-based educators. Summary. References and further reading. 3. Multiple Roles of the Practice-Based Educator. Introduction. Learning outcomes. What is the role of the practice-based educator?. The practice-based educator as a facilitator of learning. The practice-based educator as an assessor. The practice-based educator as an evaluator. Rewards for the practice-based educator. The learner's perspective. The importance of self-awareness. Summary. References and further reading. 4. Practice-Based Learning Environment: Social Context and Relationships. Introduction. Learning outcomes. The learning environment. Physical influences on the learning environment. Psychosocial influences on the learning environment. Cultural influence on the learning environment. Summary. References and further reading. 5. Learning Theories. Introduction. Learning outcomes. Why bother with learning theories?. Adults as learners. Stages of learner development. Adult learning and other approaches to learning theory. Types of learning. Control of the learning process. Learning styles. Transfer of learning. Levels of processing. Learning intention. Summary. References and further reading. 6. Facilitating Learning in the Practice Setting. Introduction. Learning outcomes. What do we mean by facilitation?. What do we want to facilitate?. Principles for effective facilitation of effective learning. Stages of practice-based learning and facilitation. THE FACILITATION TOOLKIT. Section One: Structuring learning. Negotiating learning agreements. Diagnosing readiness to learn. Using demonstration to facilitate learning. Providing opportunities for structured observation. Questioning and discussion. Giving feedback. Section Two: Fostering collaboration. Peer assisted learning. Inter-professional learning and peer development. Problem-based learning. Section Three: Promoting empowerment. Challenge and support. Cognitive dissonance. Learning relationships. Portfolio development. Section Four: Troubleshooting. Learner alienation in the practice-based learning environment. Match and mismatch between learner development and educator approach. Fear and failure. Enhancing communication and dialogue. The blocked learning cycle. Summary. References and further reading. 7. Assessing Practice-Based Learning Introduction. Learning outcomes. What is assessment. Why do we assess?. When do we assess?. Who is involved in assessment. How do we assess?. Summary. References. 8. Evaluating the Practice-Based Learning Experience. Introduction. Learning outcomes. What is evaluation and how does it differ from assessment?. What does evaluation involve?. Evaluation and reflection. The overlapping cycle of reflection. Developing an evaluation strategy. Why do we want to evaluate?. What aspects of the learning experience do we want to evaluate?. Choosing a methodology. When does evaluation occur?. Who is involved in evaluation?. How will evaluation information be disseminated and used?. Summary. References and further reading. 9. Putting It All Together: Developing a Practice-Based Learning Curriculum. Introduction. Learning outcomes. Developing a practice-based curriculum. Influences and constraints on the learning experience. Planning the learning process. Designing learning experiences and opportunities. Managing the learning process. Assessing learning outcomes. Evaluating the overall learning experience. Reflecting on the learning process and planning change. Summary. Further reading. Appendix 1: Practice Placement assessment Form. Appendix 2: Practice Placement Evaluation Form. Glossary. Index.
Contributors. Foreword. Preface. Acknowledgments. 1. About This Book and How to Use It. Introduction. Who will find this book useful. What does the book aim to do?. Learning outcomes. What is reflection and what does it offer the practice-based educator?. How is reflective thinking organised?. How can reflection help to make sense of experience?. How does the book use reflection to help develop your role?. How can the book help to provide evidence for CPD?. Summary. References and further reading. 2. Practice-Based Learning and Healthcare Quality. Introduction. Learning outcomes. What is practice-based learning?. Practice-based educators. The scope of the practice-based educator's role. Current issues influencing practice-based education. Accreditation of practice-based educators. Summary. References and further reading. 3. Multiple Roles of the Practice-Based Educator. Introduction. Learning outcomes. What is the role of the practice-based educator?. The practice-based educator as a facilitator of learning. The practice-based educator as an assessor. The practice-based educator as an evaluator. Rewards for the practice-based educator. The learner's perspective. The importance of self-awareness. Summary. References and further reading. 4. Practice-Based Learning Environment: Social Context and Relationships. Introduction. Learning outcomes. The learning environment. Physical influences on the learning environment. Psychosocial influences on the learning environment. Cultural influence on the learning environment. Summary. References and further reading. 5. Learning Theories. Introduction. Learning outcomes. Why bother with learning theories?. Adults as learners. Stages of learner development. Adult learning and other approaches to learning theory. Types of learning. Control of the learning process. Learning styles. Transfer of learning. Levels of processing. Learning intention. Summary. References and further reading. 6. Facilitating Learning in the Practice Setting. Introduction. Learning outcomes. What do we mean by facilitation?. What do we want to facilitate?. Principles for effective facilitation of effective learning. Stages of practice-based learning and facilitation. THE FACILITATION TOOLKIT. Section One: Structuring learning. Negotiating learning agreements. Diagnosing readiness to learn. Using demonstration to facilitate learning. Providing opportunities for structured observation. Questioning and discussion. Giving feedback. Section Two: Fostering collaboration. Peer assisted learning. Inter-professional learning and peer development. Problem-based learning. Section Three: Promoting empowerment. Challenge and support. Cognitive dissonance. Learning relationships. Portfolio development. Section Four: Troubleshooting. Learner alienation in the practice-based learning environment. Match and mismatch between learner development and educator approach. Fear and failure. Enhancing communication and dialogue. The blocked learning cycle. Summary. References and further reading. 7. Assessing Practice-Based Learning Introduction. Learning outcomes. What is assessment. Why do we assess?. When do we assess?. Who is involved in assessment. How do we assess?. Summary. References. 8. Evaluating the Practice-Based Learning Experience. Introduction. Learning outcomes. What is evaluation and how does it differ from assessment?. What does evaluation involve?. Evaluation and reflection. The overlapping cycle of reflection. Developing an evaluation strategy. Why do we want to evaluate?. What aspects of the learning experience do we want to evaluate?. Choosing a methodology. When does evaluation occur?. Who is involved in evaluation?. How will evaluation information be disseminated and used?. Summary. References and further reading. 9. Putting It All Together: Developing a Practice-Based Learning Curriculum. Introduction. Learning outcomes. Developing a practice-based curriculum. Influences and constraints on the learning experience. Planning the learning process. Designing learning experiences and opportunities. Managing the learning process. Assessing learning outcomes. Evaluating the overall learning experience. Reflecting on the learning process and planning change. Summary. Further reading. Appendix 1: Practice Placement assessment Form. Appendix 2: Practice Placement Evaluation Form. Glossary. Index.
Rezensionen
"I would highly recommend this book to anyone involved in educatingstudents..." ( Occupational Health , November 2006) "... this book will provide practical help and a range ofskills essential to practice learning." ( Accident and EmergencyNursing Journal , July 2007)
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