Nurse Education in Practice – serie

This book provides first-hand guidance for those involved in nurse education who are interested in the introduction of this exciting new strategy for teaching and learning. The suitability of problem-based learning (PBL) as a philosophy for nurse education in the new millennium is discussed through a series of reflective accounts by educationalists who have successfully implemented PBL. Topics covered include the nature of PBL, developing a problem-based curriculum, facilitor preparation, distance learning and assessment for PBL.

Delivering effective health and social care, enhancing effective interprofessional collaboration and adopting effective teaching and learning strategies in the education of health and social care professionals, have become subjects of intense scrutiny and debate in recent years. This book is a timely response to an increasing number of initiatives being launched to enable collaboration between the various professions in health and social care.Multi-Professional Learning for Nurses argues that opportunities for interprofessional experiences, teaching and learning should be consciously and deliberately built into educational programmes available to practitioners as they move along numerous pathways from education and training to work. This expertly written and carefully edited book explores key questions such as:- Do we need multi-professional and inter-professional education and training?- Will joint training programmes between health and social care prepare practitioners for the new integrated context in which health and social care are likely to be delivered?- What are the constraints that are present in the planning and delivery of multi-professional and inter-professional education and training?Written by experienced health and social care educators with leading roles in planning, implementing, and evaluating multi-professional education, this text is a valuable resource. It offers critiques, ideas and practical guidance to those developing multi-professional, intra-professional and inter-professional curricula in the changing climate of health and social care.

This book provides first-hand guidance for those involved in nurse education who are interested in the introduction of this exciting new strategy for teaching and learning. The suitability of problem-based learning (PBL) as a philosophy for nurse education in the new millennium is discussed through a series of reflective accounts by educationalists who have successfully implemented PBL. Topics covered include the nature of PBL, developing a problem-based curriculum, facilitor preparation, distance learning and assessment for PBL.

Today''s nursing students spend little time on clinical placement in hospital wards, where previous generations learned most of their skills. This has led to concerns that newly qualified nurses are no longer being equipped with the necessary expertise to fulfil their professional role.A number of different institutions in the UK have responded to this challenge. Bringing together some of their experiences, this book focuses on the central issues concerned with planning, implementing and evaluating clinical skills teaching and learning.

Current health policy places an emphasis on the greater involvement of health service users and carers in all aspects of their care, including planning, provision and evaluation. However, the focus is usually on 'after the event' accounts - i.e. when individuals have become consumers of health care services. There is little patient involvement in 'before the event' experiences such as planning to meet health care needs, or in the training of health care practitioners. This book fills that gap, and meets a growing demand for educational approaches that address the perspectives of patients and carers.

Students' practice experience is now widely acknowledged as being one of the most important parts of their educational preparation in health and social care. New government guidelines place great emphasis on partnerships between the NHS and Higher Education Institutions, and there is a greater expectation for both lecturers and trained nurses to be jointly responsible for the education and training of students on placements. Supporting Learning in Nursing Practice offers guidance to those seeking to review their individual and organisational strategies for supporting learning in practice within the rapidly changing context of nurse education.

A sequel to Multiprofessional Learning for Nurses, this book focuses on post-qualifying education, specifically interprofessional Continuing Professional Development (CPD) for qualified nurses. It explores a growing concern that there is a mismatch between current expectations of interprofessional CPD and its capacity to deliver, and argues that CPD cannot be the sole means of developing more interprofessional working. It offers ideas and practical guidance to those developing interprofessional CPD opportunities in the changing climate of health and social care.

Current health policy places an emphasis on the greater involvement of health service users and carers in all aspects of their care, including planning, provision and evaluation. However, the focus is usually on 'after the event' accounts - i.e. when individuals have become consumers of health care services. There is little patient involvement in 'before the event' experiences such as planning to meet health care needs, or in the training of health care practitioners. This book fills that gap, and meets a growing demand for educational approaches that address the perspectives of patients and carers.

Delivering effective health and social care, enhancing effective interprofessional collaboration and adopting effective teaching and learning strategies in the education of health and social care professionals, have become subjects of intense scrutiny and debate in recent years. This book is a timely response to an increasing number of initiatives being launched to enable collaboration between the various professions in health and social care.Multi-Professional Learning for Nurses argues that opportunities for interprofessional experiences, teaching and learning should be consciously and deliberately built into educational programmes available to practitioners as they move along numerous pathways from education and training to work. This expertly written and carefully edited book explores key questions such as:- Do we need multi-professional and inter-professional education and training?- Will joint training programmes between health and social care prepare practitioners for the new integrated context in which health and social care are likely to be delivered?- What are the constraints that are present in the planning and delivery of multi-professional and inter-professional education and training?Written by experienced health and social care educators with leading roles in planning, implementing, and evaluating multi-professional education, this text is a valuable resource. It offers critiques, ideas and practical guidance to those developing multi-professional, intra-professional and inter-professional curricula in the changing climate of health and social care.