{"product_id":"the-practice-based-educator-a-reflective-tool-for-cpd-and-accreditation-paperback-softback-9781861564221","title":"The Practice-Based Educator; A Reflective Tool for CPD and Accreditation (Paperback \/ softback) 9781861564221","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThe Practice-Based Educator\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Reflective Tool for CPD and Accreditation\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eVinette Cross (Author), Lynne Caladine (Author), Jane Morris (Author), Ros Hilton (Author), Helen Bristow (Author), Ann Moore (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781861564221, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 14 July 2006\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e272 pages\u003cbr\u003e22.8 x 15.4 x 1.4 cm, 0.425 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\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\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eDesigned 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\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eContributors.  \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\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Complementary medicine [\u003ca title=\"See our other books on Complementary medicine\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Complementary%20medicine%20%5BMX%5D%22\"\u003eMX\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52501165179160,"sku":"9781861564221","price":52.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781861564221.jpg?v=1786213844","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/the-practice-based-educator-a-reflective-tool-for-cpd-and-accreditation-paperback-softback-9781861564221","provider":"Freshly Printed Books","version":"1.0","type":"link"}