The Practice-Based Educator A Reflective Tool for CPD and Accreditation

by Cross, Vinette; Caladine, Lynne; Morris, Jane; Hilton, Ros; Bristow, Helen; Moore, Ann

• ISBN13: 9781861564221
• ISBN10: 1861564228
• Edition: 1st
• Format: Paperback
• Copyright: 2006-08-21
• Publisher: Wiley

Summary

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.The 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.The authors are all educators of experience who have for many years been involved in practice-based educationFully updated to cover current trends such as the move to community-based practice and inter-professional practicePractical features include activities, reflective assignments and literature references

Author Biography

Ann P Moore, University of Brighton, UK,

Lynne Caladine, Clinical Research Centre, UK,

Jane Morris, Clinical Research Centre, UK,

Ros Hilton, King's College, UK,

Vinette Cross, University of Birmingham, UK and

Helen Bristow

Table of Contents

Contributors	xi
Foreword	xv
Preface	xvii
Acknowledgements	xix
1 About This Book and How to Use It	1	(14)
Introduction	1	(1)
Who will find this book useful?	1	(1)
What does the book aim to do?	2	(1)
Learning outcomes	2	(1)
What is reflection and what does it offer?	3	(1)
How is reflective thinking organised?	4	(1)
How can reflection help to make sense of experience?	5	(1)
How does the book use reflection to help develop your role?	6	(1)
How can the book help to provide evidence for CPD?	7	(1)
Using learning outcomes	7	(1)
Glossary	8	(1)
Guided reading	8	(1)
Portfolio materials	8	(1)
Working through the book	8	(1)
Summary	9	(4)
Bibliography and further reading	13	(2)
2 Practice-Based Learning and Healthcare Quality	15	(20)
Introduction	15	(1)
Learning outcomes	16	(1)
What is practice-based learning?	16	(2)
Practice-based educators	18	(3)
The scope of the practice-based educator's role	21	(1)
Current issues influencing practice-based education	22	(6)
Accreditation of practice-based educators	28	(1)
Summary	29	(3)
Bibliography and further reading	32	(3)
3 Multiple Roles of the Practice-Based Educator	35	(18)
Introduction	35	(1)
Learning outcomes	35	(1)
What is the role of the practice-based educator?	36	(1)
The practice-based educator as a facilitator of learning	37	(3)
The practice-based educator as an assessor	40	(2)
The practice-based educator as an evaluator	42	(1)
Rewards for the practice-based educator	43	(1)
The learner's perspective	44	(3)
The importance of self-awareness	47	(1)
Summary	48	(3)
Bibliography and further reading	51	(2)
4 The Practice-Based Learning Environment: Social Context and Relationships	53	(16)
Introduction	53	(1)
Learning outcomes	53	(2)
The learning environment	55	(1)
Physical influences on the learning environment	55	(1)
Psychosocial influences on the learning environment	56	(2)
The importance of trust in the learning environment	58	(1)
Cultural influences on the learning environment	59	(4)
Summary	63	(3)
Bibliography and further reading	66	(3)
5 Learning Theories	69	(22)
Introduction	69	(1)
Learning outcomes	69	(1)
Why bother with learning theories?	70	(1)
Adults as learners	71	(1)
Stages of learner development	72	(1)
Adult learning and other approaches to learning theory	73	(1)
Types of learning	74	(4)
Control of the learning process	78	(2)
Learning styles	80	(2)
Transfer of learning	82	(1)
Levels of processing	82	(1)
Learning intention	83	(1)
Summary	84	(4)
Bibliography and further reading	88	(3)
6 Facilitating Learning in the Practice Setting	91	(60)
Introduction	91	(1)
Learning outcomes	92	(1)
What do we mean by facilitation?	92	(1)
What do we want to facilitate?	93	(1)
Principles for the effective facilitation of practice learning	94	(2)
Stages of practice-based learning and facilitation	96	(1)
How can we facilitate learning?	97	(45)
Toolkit Section One: Structuring learning	99	(17)
Negotiated learning agreements	99	(8)
Diagnosing readiness to learn	107	(1)
Using demonstration to facilitate learning	108	(3)
Providing opportunities for structured observation	111	(1)
Questioning and discussion	112	(3)
Giving feedback	115	(1)
Toolkit Section Two: Fostering collaboration	116	(10)
Peer-assisted learning	116	(3)
Interprofessional learning and team-skills development	119	(5)
Problem-based learning	124	(2)
Toolkit Section Three: Promoting empowerment	126	(6)
Challenge and support	126	(2)
Cognitive dissonance	128	(1)
Learning relationships	129	(1)
Portfolio development	130	(2)
Toolkit Section Four: Troubleshooting	132	(10)
Learner alienation in the practice-based learning environment	134	(1)
Match and mismatch between learner development and educator approach	134	(1)
Fear and failure	135	(1)
Enhancing communication and dialogue	136	(3)
The blocked learning cycle	139	(3)
Summary	142	(4)
Bibliography and further reading	146	(5)
7 Assessing Practice-Based Learning	151	(28)
Introduction	151	(1)
Learning outcomes	152	(1)
What is assessment?	152	(1)
Why do we assess?	153	(2)
What do we assess?	155	(1)
When do we assess?	156	(3)
Who is involved in assessment?	159	(3)
How do we assess?	162	(11)
Summary	173	(3)
Bibliography and further reading	176	(3)
8 Evaluating the Practice-Based Learning Experience	179	(30)
Introduction	179	(1)
Learning outcomes	180	(1)
What is evaluation and how does it differ from assessment?	180	(1)
What does evaluation involve?	181	(1)
Evaluation and reflection	182	(1)
The overlapping cycle of evaluation	183	(1)
Developing an evaluation strategy	183	(1)
Why do we want to evaluate?	184	(3)
What aspects of the learning experience do we want to evaluate?	187	(5)
Choosing a methodology	192	(1)
How will evaluation data be collected and analysed?	193	(5)
When does evaluation occur?	198	(1)
Who is involved in evaluation?	199	(3)
How will evaluation information be disseminated and used?	202	(2)
Summary	204	(3)
Bibliography and further reading	207	(2)
9 Putting It All Together: Developing a Practice-Based Learning Curriculum	209	(18)
Introduction	209	(1)
Learning outcomes	209	(1)
Developing a practice-placement curriculum	210	(1)
Influences and constraints on the learning experience	211	(1)
Planning the learning process	212	(5)
Designing learning experiences and opportunities	217	(1)
Managing the learning process	218	(1)
Assessing learning outcomes	219	(1)
Evaluating the overall learning experience	220	(1)
Reflecting on the learning process and planning change	220	(1)
Summary	221	(4)
Bibliography and further reading	225	(2)
Appendix 1 Practice placement assessment form	227	(4)
Appendix 2 Practice placement evaluation form	231	(2)
Glossary	233	(6)
Index	239