Alison Kitson – författare

Ramverket Fundamentals of Care har utvecklats internationellt och består av tre huvuddimensioner: etablering av vårdrelation, patientens grundläggande vårdbehov och vårdkontexten. Tillsammans visar dimensionerna på hur personcentrerad vård kan uppnås samt hur teoretisk kunskap kan omsättas i praktiken, vilket i sin tur bidrar till att utveckla omvårdnadsämnet och stärka sjuksköterskeprofessionen.Detta är den andra omarbetade upplagan av boken. Sedan den första upplagan av boken publicerades har forskningen om ramverket förstärkts. Det har också implementerats i undervisningen vid universitet och används även i olika hälso- och sjukvårdsområden, såväl nationellt som internationellt.Genom patientfall, reflektioner och övningar får läsaren möjlighet att träna på och diskutera hur ramverket kan användas samt öva på kritiskt tänkande.Målgruppen är sjuksköterskestudenter på grund- och avancerad nivå, yrkesverksamma sjuksköterskor samt chefer och ledare inom hälso- och sjukvård.

"Understanding History Teaching is an enjoyable read with a logical and flowing structure. It lives up to its goal of appealing to both academic and professional readers with both academic depth and real insights and opportunities for the professional teacher to draw from. It presents its data and interpretations in a manner which does not avoid the issues revealed within the research but has an uplifting effect on the reader and leaves them feeling optimistic about the quality of History teaching in UK secondary schools."Robert Wyness, Student, De Montfort University, Leicester,UK

* Why do we teach and learn about the past?* How is history taught in schools?* What are the influences on the way teachers teach and pupils learn about the past?History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for 30 years. Drawing on fieldwork in comprehensive schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn. They consider its purposes on teaching about the past in a world of accelerating change. The book sets out to explore the realities of classroom history teaching and to offer pointers for the development on the subject in a new century.

Teaching and Learning History offers a fresh and distinctive view on the teaching of history in schools at a time when the value of learning about the past is often questioned. Drawing together ideas from research, classroom practice and the voices of learners themselves, it sets out an imaginative and wide-ranging rationale for a view of history as an essential component in the learning of all young people. The book is organized around four underlying ideas: The place of history in the contemporary school curriculumThe importance of inclusive practicesThe nature of successful history pedagogy The centrality of professionalism and innovationThese four ideas interlock throughout the book as the authors review current practices, consider what history offers to all young people and offer practical guidance on developing outstanding practices for all learners.

Beginning with an account of what it means to teach and learn history in schools, the authors go on to explore the main purposes of teaching history in schools. The book offers rich guidance on successful classroom practice, and sets classrooms in the wider context of the curriculum in a rapidly changing and often deeply divided society. Key features of the book include:

Securely grounded in real classrooms with examples in easy to use charts and boxesExtensive examples from real learners This book is essential reading for students training to teach history.

The successful implementation of evidence into practice is dependent on aligning the available evidence to the particular context through the active ingredient of facilitation. Designed to support the widely recognised PARIHS framework, which works as a guide to plan, action and evaluate the implementation of evidence into practice, this book provides a very practical ‘how-to’ guide for facilitating the whole process. This text discusses: undertaking an initial diagnosis of the context and reaching a consensus on the evidence to be implemented; how to link the research evidence with clinical and patients’ experience and local information in the form of audit data or patient and staff feedback; the range of diagnostic, consensus building and stakeholder consultation methods that can be helpful; a description of facilitator roles and facilitation methods, tools and techniques; some of theories that underpin the PARIHS framework and how these have been integrated to inform a revised version of PARIHSIncluding internationally-sourced case study examples to illustrate how the facilitation role and facilitation skills have been applied in a range of different health care settings, this is the ideal text for those interested in leading or facilitating evidence based implementation projects, from the planning stage through to evaluation.

The successful implementation of evidence into practice is dependent on aligning the available evidence to the particular context through the active ingredient of facilitation. Designed to support the widely recognised PARIHS framework, which works as a guide to plan, action and evaluate the implementation of evidence into practice, this book provides a very practical ‘how-to’ guide for facilitating the whole process. This text discusses: undertaking an initial diagnosis of the context and reaching a consensus on the evidence to be implemented; how to link the research evidence with clinical and patients’ experience and local information in the form of audit data or patient and staff feedback; the range of diagnostic, consensus building and stakeholder consultation methods that can be helpful; a description of facilitator roles and facilitation methods, tools and techniques; some of theories that underpin the PARIHS framework and how these have been integrated to inform a revised version of PARIHSIncluding internationally-sourced case study examples to illustrate how the facilitation role and facilitation skills have been applied in a range of different health care settings, this is the ideal text for those interested in leading or facilitating evidence based implementation projects, from the planning stage through to evaluation.

Building on Harvey and Kitson’s influential Implementing Evidence-Based Practice in Healthcare, this new book draws on up-to-date research to demonstrate how to navigate a knowledge translation approach.Recognising that the process of implementation is complex and dynamic, the first section of the book explores how understandings of knowledge translation can be applied and utilised at every stage of the research process to maximise impact and research uptake in practice. The second section of the book is made up of case studies incorporating ‘how-to’ advice and practical insights, demonstrating how the theory from the first section can work in the real life context. The final section considers future leadership challenges.This is an essential guide for students, academics, and clinicians with an interest in knowledge translation and implementation science in health and care.

Building on Harvey and Kitson’s influential Implementing Evidence-Based Practice in Healthcare, this new book draws on up-to-date research to demonstrate how to navigate a knowledge translation approach.Recognising that the process of implementation is complex and dynamic, the first section of the book explores how understandings of knowledge translation can be applied and utilised at every stage of the research process to maximise impact and research uptake in practice. The second section of the book is made up of case studies incorporating ‘how-to’ advice and practical insights, demonstrating how the theory from the first section can work in the real life context. The final section considers future leadership challenges.This is an essential guide for students, academics, and clinicians with an interest in knowledge translation and implementation science in health and care.

Inquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following:What does historical inquiry mean in history classrooms? What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning?We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers’ thinking about inquiry and teachers’ inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children’s’ historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice.