{"product_id":"the-practice-based-educator-isbn-9781861564221","title":"The Practice-Based Educator","description":"Designed for all those involved in education within the practice-based setting, this book encourages the reader to become involved in their own personal development as a practice-based educator through reflection on their own practice. The reader is encouraged to generate and organise evidence of their own Continuing Professional Development (CPD) through practice-based learning and teaching activities.  \u003cp\u003eThe text is user-friendly and includes sections on the context of practice-based education, the role of the practice-based educator, facilitating learning in a practice-based setting, and assessing and evaluating practice-based learning.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eThe authors are all educators of experience who have for many years been involved in practice-based education\u003c\/li\u003e \u003cli\u003eFully updated to cover current trends such as the move to community-based practice and inter-professional practice\u003c\/li\u003e \u003cli\u003ePractical features include activities, reflective assignments and literature references\u003c\/li\u003e \u003c\/ul\u003e  Contributors.  \u003cp\u003eForeword.\u003c\/p\u003e \u003cp\u003ePreface.\u003c\/p\u003e \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003e1. About This Book and How to Use It. \u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eWho will find this book useful.\u003c\/p\u003e \u003cp\u003eWhat does the book aim to do?.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eWhat is reflection and what does it offer the practice-based educator?.\u003c\/p\u003e \u003cp\u003eHow is reflective thinking organised?.\u003c\/p\u003e \u003cp\u003eHow can reflection help to make sense of experience?.\u003c\/p\u003e \u003cp\u003eHow does the book use reflection to help develop your role?.\u003c\/p\u003e \u003cp\u003eHow can the book help to provide evidence for CPD?.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences and further reading.\u003c\/p\u003e \u003cp\u003e2. Practice-Based Learning and Healthcare Quality.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eWhat is practice-based learning?.\u003c\/p\u003e \u003cp\u003ePractice-based educators.\u003c\/p\u003e \u003cp\u003eThe scope of the practice-based educator's role.\u003c\/p\u003e \u003cp\u003eCurrent issues influencing practice-based education.\u003c\/p\u003e \u003cp\u003eAccreditation of practice-based educators.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences and further reading.\u003c\/p\u003e \u003cp\u003e3. Multiple Roles of the Practice-Based Educator.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eWhat is the role of the practice-based educator?.\u003c\/p\u003e \u003cp\u003eThe practice-based educator as a facilitator of learning.\u003c\/p\u003e \u003cp\u003eThe practice-based educator as an assessor.\u003c\/p\u003e \u003cp\u003eThe practice-based educator as an evaluator.\u003c\/p\u003e \u003cp\u003eRewards for the practice-based educator.\u003c\/p\u003e \u003cp\u003eThe learner's perspective.\u003c\/p\u003e \u003cp\u003eThe importance of self-awareness.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences and further reading.\u003c\/p\u003e \u003cp\u003e4. Practice-Based Learning Environment: Social Context and Relationships.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eThe learning environment.\u003c\/p\u003e \u003cp\u003ePhysical influences on the learning environment.\u003c\/p\u003e \u003cp\u003ePsychosocial influences on the learning environment.\u003c\/p\u003e \u003cp\u003eCultural influence on the learning environment.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences and further reading.\u003c\/p\u003e \u003cp\u003e5. Learning Theories.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eWhy bother with learning theories?.\u003c\/p\u003e \u003cp\u003eAdults as learners.\u003c\/p\u003e \u003cp\u003eStages of learner development.\u003c\/p\u003e \u003cp\u003eAdult learning and other approaches to learning theory.\u003c\/p\u003e \u003cp\u003eTypes of learning.\u003c\/p\u003e \u003cp\u003eControl of the learning process.\u003c\/p\u003e \u003cp\u003eLearning styles.\u003c\/p\u003e \u003cp\u003eTransfer of learning.\u003c\/p\u003e \u003cp\u003eLevels of processing.\u003c\/p\u003e \u003cp\u003eLearning intention.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences and further reading.\u003c\/p\u003e \u003cp\u003e6. Facilitating Learning in the Practice Setting.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eWhat do we mean by facilitation?.\u003c\/p\u003e \u003cp\u003eWhat do we want to facilitate?.\u003c\/p\u003e \u003cp\u003ePrinciples for effective facilitation of effective learning.\u003c\/p\u003e \u003cp\u003eStages of practice-based learning and facilitation.\u003c\/p\u003e \u003cp\u003eTHE FACILITATION TOOLKIT.\u003c\/p\u003e \u003cp\u003eSection One: Structuring learning.\u003c\/p\u003e \u003cp\u003eNegotiating learning agreements.\u003c\/p\u003e \u003cp\u003eDiagnosing readiness to learn.\u003c\/p\u003e \u003cp\u003eUsing demonstration to facilitate learning.\u003c\/p\u003e \u003cp\u003eProviding opportunities for structured observation.\u003c\/p\u003e \u003cp\u003eQuestioning and discussion.\u003c\/p\u003e \u003cp\u003eGiving feedback.\u003c\/p\u003e \u003cp\u003eSection Two: Fostering collaboration.\u003c\/p\u003e \u003cp\u003ePeer assisted learning.\u003c\/p\u003e \u003cp\u003eInter-professional learning and peer development.\u003c\/p\u003e \u003cp\u003eProblem-based learning.\u003c\/p\u003e \u003cp\u003eSection Three: Promoting empowerment.\u003c\/p\u003e \u003cp\u003eChallenge and support.\u003c\/p\u003e \u003cp\u003eCognitive dissonance.\u003c\/p\u003e \u003cp\u003eLearning relationships.\u003c\/p\u003e \u003cp\u003ePortfolio development.\u003c\/p\u003e \u003cp\u003eSection Four: Troubleshooting.\u003c\/p\u003e \u003cp\u003eLearner alienation in the practice-based learning environment.\u003c\/p\u003e \u003cp\u003eMatch and mismatch between learner development and educator approach.\u003c\/p\u003e \u003cp\u003eFear and failure.\u003c\/p\u003e \u003cp\u003eEnhancing communication and dialogue.\u003c\/p\u003e \u003cp\u003eThe blocked learning cycle.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences and further reading.\u003c\/p\u003e \u003cp\u003e7. Assessing Practice-Based Learning \u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eWhat is assessment.\u003c\/p\u003e \u003cp\u003eWhy do we assess?.\u003c\/p\u003e \u003cp\u003eWhen do we assess?.\u003c\/p\u003e \u003cp\u003eWho is involved in assessment.\u003c\/p\u003e \u003cp\u003eHow do we assess?.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e8. Evaluating the Practice-Based Learning Experience.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eWhat is evaluation and how does it differ from assessment?.\u003c\/p\u003e \u003cp\u003eWhat does evaluation involve?.\u003c\/p\u003e \u003cp\u003eEvaluation and reflection.\u003c\/p\u003e \u003cp\u003eThe overlapping cycle of reflection.\u003c\/p\u003e \u003cp\u003eDeveloping an evaluation strategy.\u003c\/p\u003e \u003cp\u003eWhy do we want to evaluate?.\u003c\/p\u003e \u003cp\u003eWhat aspects of the learning experience do we want to evaluate?.\u003c\/p\u003e \u003cp\u003eChoosing a methodology.\u003c\/p\u003e \u003cp\u003eWhen does evaluation occur?.\u003c\/p\u003e \u003cp\u003eWho is involved in evaluation?.\u003c\/p\u003e \u003cp\u003eHow will evaluation information be disseminated and used?.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eReferences and further reading.\u003c\/p\u003e \u003cp\u003e9. Putting It All Together: Developing a Practice-Based Learning Curriculum.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLearning outcomes.\u003c\/p\u003e \u003cp\u003eDeveloping a practice-based curriculum.\u003c\/p\u003e \u003cp\u003eInfluences and constraints on the learning experience.\u003c\/p\u003e \u003cp\u003ePlanning the learning process.\u003c\/p\u003e \u003cp\u003eDesigning learning experiences and opportunities.\u003c\/p\u003e \u003cp\u003eManaging the learning process.\u003c\/p\u003e \u003cp\u003eAssessing learning outcomes.\u003c\/p\u003e \u003cp\u003eEvaluating the overall learning experience.\u003c\/p\u003e \u003cp\u003eReflecting on the learning process and planning change.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eAppendix 1: Practice Placement assessment Form.\u003c\/p\u003e \u003cp\u003eAppendix 2: Practice Placement Evaluation Form.\u003c\/p\u003e \u003cp\u003eGlossary.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e  \"I would highly recommend this book to anyone involved in educating students…\" (\u003ci\u003eOccupational Health\u003c\/i\u003e, November 2006)  \u003cp\u003e\"… this book will provide practical help and a range of skills essential to practice learning.\" (\u003ci\u003eAccident and Emergency Nursing Journal\u003c\/i\u003e, July 2007)\u003c\/p\u003e  \u003cb\u003eAnn P Moore\u003c\/b\u003e, University of Brighton, UK,  \u003cp\u003e\u003cb\u003eLynne Caladine\u003c\/b\u003e, Clinical Research Centre, UK,\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJane Morris\u003c\/b\u003e, Clinical Research Centre, UK,\u003c\/p\u003e \u003cp\u003e\u003cb\u003eRos Hilton\u003c\/b\u003e, King's College, UK,\u003c\/p\u003e \u003cp\u003e\u003cb\u003eVinette Cross\u003c\/b\u003e, University of Birmingham, UK and\u003c\/p\u003e \u003cp\u003e\u003cb\u003eHelen Bristow\u003c\/b\u003e\u003c\/p\u003e  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.  \u003cp\u003e\u003ci\u003eThe Practice-Based Educator – A reflective tool for CPD and accreditation\u003c\/i\u003e builds on an earlier book, \u003ci\u003eThe Clinical Educator - Role Development\u003c\/i\u003e 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. \u003c\/p\u003e \u003cp\u003eThis new book updates the background and context of practice-based education.  It includes an extensive section on techniques and methods as well as a \u003cb\u003etroubleshooting section. \u003c\/b\u003e 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:\u003c\/p\u003e \u003cul\u003e \u003cli\u003elearner \u003cb\u003ealienation\u003c\/b\u003e in the practice-based learning environment\u003c\/li\u003e \u003cli\u003ematch and mismatch between learner \u003cb\u003estage of development\u003c\/b\u003e and educator approach\u003c\/li\u003e \u003cli\u003e\n\u003cb\u003efear\u003c\/b\u003e and \u003cb\u003efailure\u003c\/b\u003e in the practice-based learning enviroment\u003c\/li\u003e \u003cli\u003ethe ‘blocked learning cycle’\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eAt the end of each chapter, \u003cb\u003eproformas\u003c\/b\u003e 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 \u003cb\u003eoutcomes for accreditation\u003c\/b\u003e.   In this way readers can build a portfolio of evidence to use in any subsequent application for formal accreditation.\u003c\/p\u003e \u003cp\u003eThis practical text will provide an easily accessible resource for health professionals involved in practice-based education at a variety of levels.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47990318924005,"sku":"NP9781861564221","price":79.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781861564221.jpg?v=1761787337","url":"https:\/\/k12savings.com\/products\/the-practice-based-educator-isbn-9781861564221","provider":"K12savings","version":"1.0","type":"link"}