Partners in Learning: A Guide to Support and Assessment in Nurse EducationThis practical book offers constructive guidance to nurses involved in nurse education and learning especially those in a mentoring role. It explains the reasons for change in nurse education and introduces the theory behind the practice of teaching and assessing. The book avoids the use of jargon and is written in a relaxed humorous style. It contains a series of activities in each chapter and information is cross-referenced for ease of use. Subjects include teaching styles motivation learning theories student support assessment including legal responsibilities and proffessional accountability and effective learning environments. This book also provides advice on the use of clinical incidents to assist the development of students' critical thinking skills. Partners in Learning will help staff develop valuable insights into their teaching and assessing roles in the full variety of practical settings where clinical nurses support students. It shows how practitioners and academics can work with students to enable them to be capable of delivering the highest quality of care. It is unique in being intended for use by nurses undertaking the new Mentorship Preparation Programmes. |
Common terms and phrases
ability able academic achieved actions Activity approach appropriate aspects assessment attitudes audit behaviour beliefs Beverly Allitt blood pressure Bolam Test chapter clinical practice consider context continued professional development contribute course critical thinking curriculum delivery demonstrate dents discuss effective learning encourage ensure evidence example experiential learning facilitate feedback Fitness for Practice framework health and social health visitors healthcare higher education humanistic identify important individual involved knowledge and skills learning environment learning needs learning outcomes lecturer London Maslow ment motivation nurse education Nurse Education Today nursing assessment nursing practice nursing students opportunity organisation outcomes and competencies partnership patients and clients performance portfolio practice placements practitioners principles problem recognise reference reflection relation relationships relevant responsibility role scaffold theory Self-actualisation situation staff strategies supervision task teacher teaching thinkers tion Transactional analysis UKCC understanding values Whilst