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Teaching as a Clinical Practice Profession by Patrick M. Jenlink Pdf
Teaching as a Clinical Practice Profession is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students’ success.
Creative Clinical Teaching in the Health Professions by Sherri Melrose,Caroline Park ,Beth Perry Pdf
For healthcare professionals, clinical education is foundational to the learning process. However, balancing safe patient care with supportive learning opportunities for students can be challenging for instructors and the complex social context of clinical learning environments makes intentional teaching approaches essential. Clinical instructors require advanced teaching knowledge and skills as learners are often carrying out interventions on real people in unpredictable environments. Creative Clinical Teaching in the Health Professions is an indispensable guide for educators in the health professions. Interspersed with creative strategies and notes from the field by clinical teachers who offer practical suggestions, this volume equips healthcare educators with sound pedagogical theory. The authors focus on the importance of personal philosophies, resilience, and professional socialization while evaluating the current practices in clinical learning environments from technology to assessment and evaluation. This book provides instructors with the tools to influence both student success and the quality of care provided by future practitioners.
Outcomes of High-Quality Clinical Practice in Teacher Education by Diane Yendol-Hoppey,David T. Hoppey Pdf
For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
The Turning Point for the Teaching Profession by Field Rickards,John Hattie,Catherine Reid Pdf
A revolution is happening in education, with leaders and teachers now asked to focus on learning, to develop collaborative teams to impact on students, to use and raise professional standards, and to identify and esteem expertise in our profession. With new demands relating to technological advances, changing demographics, internationalism, and the inclusion of ‘twenty-first-century skills,’ there is pressure on schools to deliver greater and deeper success with more students. The Turning Point aims to present the factors needed to affect real change for school systems, in classrooms, and in the teaching profession by: Arguing for the establishment of teaching as a true 'profession' alongside areas such as medicine or law. Identifying the expertise fundamental to the meeting demands of schools. Elaborating on evaluative thinking and clinical practice as the basis of this new profession. Outlining core levers of change to show how teachers can have profound impacts on educational, medical, and social dimensions of students. This book is essential reading for teachers, school leaders, education policymakers, teacher candidates, and teacher educators. Those working in affiliated professions, such as adolescent psychologists and health workers, will also find aspects of the book relevant to their work.
Practice Teaching in Healthcare is an essential textbook for anyone studying for the Practice Teacher qualification. Encouraging a critical understanding of the knowledge and competence required to fulfil the practice teacher role, the book examines and evaluates the concepts, theories, and frameworks underpinning the necessary skillset. Structured largely around the Nursing and Midwifery Council′s standards for Practice Teachers, the book provides comprehensive coverage of the knowledge and skills required to supervise and assess the learning of qualified healthcare practitioners particularly those on post-qualifying specialist or advanced practice programmes, and therefore includes: -Managing inter-professional relationships -Specialist and advanced practice and knowledge -Assessment and accountability -Leadership in facilitation of learning and assessment of clinical skills -Clinical practice development and evidence-based practice, and - Issues and further developments in learning beyond registration. With action points, illustrations and case studies, this is an ideal textbook for healthcare professionals who are students on practice teaching courses, and all facilitators of learning beyond initial registration.
Clinical Education for the Health Professions by Debra Nestel,Gabriel Reedy,Lisa McKenna,Suzanne Gough Pdf
This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.
Teaching Health Professionals Online by Sherri Melrose,Caroline Park,Beth Perry Pdf
Teaching Health Professionals Online: Frameworks and Strategies is a must-read for professionals in the health care field who strive to deliver excellence in their online classes. This compendium of teaching strategies will assist both new and experienced instructors in the health professions. In addition to outlining creative, challenging activities with step-by-step directions and explanations of why they work, each chapter situates these practical techniques within the context of a particular theory of learning: instructional immediacy, invitational theory, constructivism, connectivism, transformative learning, and quantum learning theory. The authors also address other issues familiar to those who have taught online courses. How can a distance instructor build teacher-student relationships? How does one create a sense of community in the virtual classroom? How can an online instructor best support students in their future pursuit of knowledge and their development as competent professionals? By considering these and other concerns, this handbook aims to help instructors to increase student success and satisfaction, which, the authors hope, will in the long run contribute to improved patient care.
Clinical Education in the Health Professions by Clare Delany,Elizabeth Molloy Pdf
Clinical settings are dynamic educational spaces that present both opportunities and barriers to learning and teaching. Designed to inform, challenge and educate health professionals about the evidence underpinning clinical education practices and outcomes, this multi-disciplinary book brings together important concepts in healthcare education and addresses context and processes of learning, professional identity and socialisation, feedback and assessment, ethics, and inter-professional education. The authors encourage teaching and learning practices based on research findings, expertise and innovation, and the development of individual teaching methods and styles from a theoretical base that provides relevant principles, direction and support. With clear links between theory, research and practice, collaboration from a broad range of clinical disciplines, and models for learning and teaching grounded in empirical research, Clinical Education in the Health Professions will become a standard reference for all health professionals and educators. examines patterns of practice in clinical education in the health professions, using a qualitative research focus identifies the roles of university and clinical educators, students, peers and patients in clinical education highlights implicit tensions in clinical education practice and presents strategies to identify and address such tensions challenges the reader to consider new approaches to clinical education that may optimise students' learning and enculturation into the health professions Despite claims that clinical education lies at the heart of health care education, little empirical research has explored what constitutes effectiveness in clinical teaching and learning. This book draws on the research, ideas and expertise of researchers who have observed and researched different aspects of clinical education. Their research has spanned clinical education topics including professional identity and socialisation, assessment and feedback, pedagogical methods, clinical reasoning, dealing with ambiguity, dealing with diversity and interprofessional education. This book has been designed to synthesise empirical clinical education research and ideas about the context, value, processes and outcomes of clinical education. Each chapter presents a research based facet of clinical education as a platform from which knowledge and future research in clinical education can occur. The authors entice the reader to reconceptualise facets of their own teaching and learning practices based on research findings, expertise and innovation.
ABC of Learning and Teaching in Medicine by Peter Cantillon,Diana F. Wood,Sarah Yardley Pdf
ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.
The Clinical Practice of Educational Therapy by Maxine Ficksman,Jane Utley Adelizzi Pdf
The Clinical Practice of Educational Therapy is the first book to provide a comprehensive review of the interdisciplinary profession and practice of educational therapy as it exists today. It describes the scope and practice of educational therapy from its European roots to its growing presence in the United States, and provides case studies to illustrate the work of educational therapists. Key Features: Interdisciplinary Perspective – Other books focus on either educational or therapeutic interventions but rarely discuss the blend and synergy of disciplines that are the hallmark of the profession. Illustrative Cases – The text draws heavily on case studies as a means of understanding the practice of educational therapy, especially the relationship between therapist and client. Expertise – Chapter authors are either experienced educational therapists or allied professionals who have made scholarly contributions to the profession, such as Dorothy Ungerleider, Patricia Waters, Roslyn Arnold, and George McCloskey. In addition to educational therapy students and practitioners, this book is appropriate for those working in related fields including special education, school psychology, school counseling, and social work in educational settings.
Learning and Teaching in Clinical Contexts by Clare Delany,Elizabeth Molloy Pdf
Featuring the perspectives of more than 40 leading international researchers, theorists and practitioners in clinical education, Learning and Teaching in Clinical Contexts: A Practical Guide provides a bridge between the theoretical aspects of clinical education and the delivery of practical teaching strategies. Written by Clare Delany and Elizabeth Molloy, each chapter weaves together education theory, education strategies and illustrative learning and teaching case scenarios drawn from multidisciplinary clinical contexts. The text supports clinicians and educators responsible for designing and delivering health professional education in clinical workplaces and clinicians undertaking continuing education in workplace teaching. The book is divided into four sections, each addressing a key aspect of the learner and educator experience. Section 1 considers the learner’s needs as they make key transitions from classroom to workplace, or recent graduate to competent clinician Section 2 focuses on the influence of workplace contexts and how they can be used as positive catalysts to enhance learning Section 3 highlights the role of workplace assessments as embedded processes to positively influence learning Section 4 provides an overview of the changing roles of the clinical educator and processes and models of professional development to build educational expertise Demonstrates the integrated nature of three key threads within the field of clinical education: theory, method and context Highlights theoretical frameworks: cognitive, psychological, sociocultural, experiential and ethical traditions and how they inform teaching decisions Incorporates case studies throughout to provide a context to learning and teaching in clinical education Includes practical tips from expert practitioners across different topics Includes an eBook with print purchase on evolve
Clinically Based Teacher Education in Action by Eva Garin,Rebecca West Burns Pdf
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.
Rethinking Health Care Ethics by Stephen Scher,Kasia Kozlowska Pdf
The goal of this open access book is to develop an approach to clinical health care ethics that is more accessible to, and usable by, health professionals than the now-dominant approaches that focus, for example, on the application of ethical principles. The book elaborates the view that health professionals have the emotional and intellectual resources to discuss and address ethical issues in clinical health care without needing to rely on the expertise of bioethicists. The early chapters review the history of bioethics and explain how academics from outside health care came to dominate the field of health care ethics, both in professional schools and in clinical health care. The middle chapters elaborate a series of concepts, drawn from philosophy and the social sciences, that set the stage for developing a framework that builds upon the individual moral experience of health professionals, that explains the discontinuities between the demands of bioethics and the experience and perceptions of health professionals, and that enables the articulation of a full theory of clinical ethics with clinicians themselves as the foundation. Against that background, the first of three chapters on professional education presents a general framework for teaching clinical ethics; the second discusses how to integrate ethics into formal health care curricula; and the third addresses the opportunities for teaching available in clinical settings. The final chapter, "Empowering Clinicians", brings together the various dimensions of the argument and anticipates potential questions about the framework developed in earlier chapters.
Author : Miranda L. Rose,Dawn L. Best Publisher : Elsevier Health Sciences Page : 382 pages File Size : 49,7 Mb Release : 2005-09-07 Category : Medical ISBN : 9780443074547
Transforming Practice through Clinical Education, Professional Supervision and Mentoring by Miranda L. Rose,Dawn L. Best Pdf
This important resource investigates topics related to clinical education, professional supervision, and mentoring. Beyond student supervision, it discusses supervision of professionals in the work place and the emerging importance of professional mentoring for ongoing professional development. Its broad perspective is relevant to a wide range of health professions, including audiology, dietetics, nursing, occupational therapy, pharmacy, physiotherapy, podiatry, prosthetics and orthotics, radiography, and speech-language pathology. Complex theoretical material is presented in a straightforward, "person-centered" approach that makes information easily accessible and applicable to practice. Written by multidisciplinary experts with academic and research backgrounds who also possess extensive practical experience in a variety of professional health fields. Reader-friendly, engaging material is grounded in current theory and evidence. Three distinct but interrelated fields - clinical education, professional supervision, and mentoring - are addressed together in one book for the first time. Supervision of professionals in their workplace is covered, as well as professional mentoring for ongoing professional development. Presents complex theoretical material in an engaging, "person-centered" approach. Acknowledges the importance of psychological well-being with chapters on the self in supervision and finding meaning and preventing burnout.
Clinical Teaching in Nursing by Ruth White,Christine E. Ewan Pdf
This book aims to assist clinical teachers in the practice of clinical teaching. It assumes that clinical teachers will bring to their task a background knowledge of educational principles, experience in a clinical nursing field, knowledge of substantive nursing content, a love of teaching and a desire to share with their students the joys, tears, challenge and wonder of learning in the clinical setting. The format is designed around a set of commonly encountered problems and encourages readers, whether on the threshold of a career as a clinical teacher or those who are experienced, to think through their responses to the problem situation before reading on to a disclosure of possible courses of action. In brief, the book is a companion to Teaching Nursing: A Self Instructional Handbook (Ewan and White, 1984). The authors' interest in clinical teaching can be traced through a number of years in a variety of teaching careers with multidisciplinary health professional groups, of whom nurses comprise the majority of practitioners. As senior lecturers in the School of Medical Education, the authors were involved in developing and teaching a Master of Health Personnel Education Degree course; the students (or Fellows) in that programme were all graduates from a broad range of health care disciplines - nursing, medicine, physiotherapy, occupational therapy, nutrition, dentistry, health education, health resources management, radiography, social work, community development, occupational safety and health.
