Auldeen Alsop – författare

While this book is based primarily on experiences of occupational therapy practice education in South Africa, it aims to have international appeal as key principles of practice and service learning are drawn from the differing scenarios covered.  Based on qualitative research, some of the book’s chapters describe issues faced by students in complex practice situations and highlight educational strategies for promoting socially responsive professional development.  They show how students engage with the personal and professional challenges of working in a multicultural society and how situated learning can enhance their resourcefulness in meeting the needs of individuals, groups and communities.

The book is divided into three sections: The first, on the practice education agenda, establishes the academic rationale for various forms of practice learning within an occupational therapy curriculum.  The second section examines the learning opportunities offered by different practice contexts and highlights mechanisms for developing the professional identity of students.  The final section, on enhancing potential, reviews mechanisms that may be used for supporting students in the field, and ends with a look at the future of practice education and how it might develop in response to social and international drivers. 

Therapists must increase their understanding of Continuing Professional Development (CPD) to maintain and improve competence. Every practitioner will need to take steps to maintain and demonstrate continued competence under the provisions of the new Health Act 1999.

This book considers current policy on CPD and discusses the theoretical basis for maintaining competence and for adult learning. Primarily, however, it provides practical guidance on how to develop a strategy for professional and career development, and on portfolio preparation that shows evidence of professional updating and CPD. Many examples are given of activities in the areas of clinical work, management, education and research that can be used for CPD. The development and use of learning skills such as reflection and critical evaluation is considered central to the process.

Written specifically with the therapist in mind, this book will provide invaluable practical advice to occupational therapists, physiotherapists, radiographers, speech and language therapists, and podiatrists.

Part of a unique series written for Access to Higher Education students, this book addresses those modules covering psychology, sociology and ethics.

All allied health and social care professionals are required to engage in Continuing Professional Development (CPD) in order to systematically maintain, improve and broaden their knowledge and skills and so develop the personal qualities and attributes required in their working lives.

Extensively updated and revised, this second edition now reflects the latest regulatory requirements of health and social care professionals in the UK, and addresses the needs of health professionals working worldwide, including social workers who are now regulated in the UK by the Health and Care Professions Council (HCPC). In addition, new chapters address the specific needs of support workers and students of the relevant professions.

The book discusses the theoretical basis for maintaining competence and offers practical guidance on how to develop a strategy for professional and career development. Ways of developing and maintaining a portfolio and of creating a profile to meet regulatory body requirements are addressed, and there is an emphasis on the development of learning skills, skills of reflection and critical evaluation as central to the CPD process. Attention is given to the specific needs of those professionals working directly with service users in practice, those holding managerial positions, employed in education and undertaking research.

The second edition of this practical guide provides invaluable advice for successful continuing professional development for health and social care professionals at all stages of their career. • Provides practical guidance on strategies for lifelong learning and continuing professional development

• Addresses the very latest CPD and regulatory requirements for health and social care professionals

• Includes specific CPD strategies for students and support workers as well as professionals employed in practice, management, education and research

All allied health and social care professionals are required to engage in Continuing Professional Development (CPD) in order to systematically maintain, improve and broaden their knowledge and skills and so develop the personal qualities and attributes required in their working lives.

Extensively updated and revised, this second edition now reflects the latest regulatory requirements of health and social care professionals in the UK, and addresses the needs of health professionals working worldwide, including social workers who are now regulated in the UK by the Health and Care Professions Council (HCPC). In addition, new chapters address the specific needs of support workers and students of the relevant professions.

The book discusses the theoretical basis for maintaining competence and offers practical guidance on how to develop a strategy for professional and career development. Ways of developing and maintaining a portfolio and of creating a profile to meet regulatory body requirements are addressed, and there is an emphasis on the development of learning skills, skills of reflection and critical evaluation as central to the CPD process. Attention is given to the specific needs of those professionals working directly with service users in practice, those holding managerial positions, employed in education and undertaking research.

The second edition of this practical guide provides invaluable advice for successful continuing professional development for health and social care professionals at all stages of their career. • Provides practical guidance on strategies for lifelong learning and continuing professional development

• Addresses the very latest CPD and regulatory requirements for health and social care professionals

• Includes specific CPD strategies for students and support workers as well as professionals employed in practice, management, education and research

All allied health and social care professionals are required to engage in Continuing ProfessionalDevelopment (CPD) in order to systematically maintain, improve and broaden their knowledge and skillsand so develop the personal qualities and attributes required in their working lives.Extensively updated and revised, this second edition now reflects the latest regulatory requirements ofhealth and social care professionals in the UK, and addresses the needs of health professionals workingworldwide, including social workers who are now regulated in the UK by the Health and Care ProfessionsCouncil (HCPC). In addition, new chapters address the specific needs of support workers and students of the relevant professions.The book discusses the theoretical basis for maintaining competence and offers practical guidance onhow to develop a strategy for professional and career development. Ways of developing and maintaininga portfolio and of creating a profile to meet regulatory body requirements are addressed, and there is anemphasis on the development of learning skills, skills of reflection and critical evaluation as central to theCPD process. Attention is given to the specific needs of those professionals working directly with serviceusers in practice, those holding managerial positions, employed in education and undertaking research.The second edition of this practical guide provides invaluable advice for successful continuingprofessional development for health and social care professionals at all stages of their career. • Provides practical guidance on strategies for lifelong learning and continuing professionaldevelopment• Addresses the very latest CPD and regulatory requirements for health and social care professionals• Includes specific CPD strategies for students and support workers as well as professionalsemployed in practice, management, education and research

Fieldwork education, which combines work-based learning and assessment, has a pivotal place in professional education. It provides a precious opportunity to inte­ grate the art, science and ethical practice of Occupational Therapy. The therapeutic milieu is also the most appropriate but difficult setting in which to judge ''compe­ tence to practise''. Yet fieldwork education has not received the attention, resources, research and status it deserves. This is why this book is so important. The focus upon the students'' experience reflects the central tenet of the book: the responsibility, challenge and pleasure of life-long learning. The book covers the whole spectrum of fieldwork in a way which will be of interest to academic and fieldwork educators too. This is achieved through a striking balance between reas­ suring, practical advice and scholarliness. The reader is encouraged to enter into current debates, engage in inter-disciplinary and international comparisons and appreciate the tensions between professional issues and organizational contexts. The insights into the logistical, political and educational factors which contribute to the theory-practice gap are noteworthy. In my view, the authors have produced an excellent introduction to fieldwork education, and especially to the complexities of clinical reasoning which is a vital component of initial and continuing competence for many professions. I hope the book will enhance the effectiveness of fieldwork education and thus the quality of health and social care.