標(biāo)題: Titlebook: Augmenting Health and Social Care Students’ Clinical Learning Experiences; Outcomes and Process Stephen Billett,Jennifer Newton,Christy Nob [打印本頁] 作者: LEVEE 時(shí)間: 2025-3-21 18:24
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作者: 閃光東本 時(shí)間: 2025-3-21 22:01 作者: Erythropoietin 時(shí)間: 2025-3-22 03:52 作者: Culmination 時(shí)間: 2025-3-22 08:24 作者: 終點(diǎn) 時(shí)間: 2025-3-22 12:16 作者: Inexorable 時(shí)間: 2025-3-22 15:27 作者: 殺菌劑 時(shí)間: 2025-3-22 17:14
https://doi.org/10.1007/978-3-662-58643-3 C-PEGs have value for learning, peer connection and peer support. The potential value of C-PEGs for final year medical students is heightened when considered as a scaffold for the lifelong learning skills of the reflective practitioner..Learning through the experiences and challenges of day-to-day 作者: EWER 時(shí)間: 2025-3-22 22:05
https://doi.org/10.1007/978-3-662-58643-3rning activities. Each student wrote an application for a hypothetical new graduate position in one of four employment sectors. A sector representative evaluated each application and provided written feedback to the applicant and a score to the investigators. Students then underwent training to impr作者: 使長胖 時(shí)間: 2025-3-23 04:32 作者: assent 時(shí)間: 2025-3-23 05:31
Genialit?t, Depressivit?t, Resilienzogic activity for developing students’ knowledge of nursing through checking and comparing experiences, feelings and conceptual understanding. It may prove to be an educational pedagogy that enhances student intersubjectivity and practice. The structured learning circle activity focused on a shared 作者: 美色花錢 時(shí)間: 2025-3-23 13:44
https://doi.org/10.1007/978-3-658-20433-4 teaching, this situation is unlikely to change, and it is perhaps unwise to rely solely on the clinical placement to prepare medical students for full participation in the workplace. This chapter discusses an educational intervention known as the modified clinical debriefing tutorial (MCDT) that wa作者: ALT 時(shí)間: 2025-3-23 17:22 作者: 不適 時(shí)間: 2025-3-23 20:08 作者: A保存的 時(shí)間: 2025-3-23 22:33
https://doi.org/10.1007/978-94-007-6407-1he reflective debrief was to provide a staff-facilitated opportunity for students to reflect formally and collectively on their hospital placement experiences and to explore the implications for future dietetic work. The development, implementation and evaluation of the reflective debrief session fo作者: 審問 時(shí)間: 2025-3-24 03:11 作者: 聰明 時(shí)間: 2025-3-24 08:54
https://doi.org/10.1007/978-3-642-75723-5ployability strategies utilised included participation in employment skills and career development seminars, case-conferencing and panel discussions with practising exercise physiologists and the inclusion of learning modules relating to key practice-based areas. Quantitative and qualitative outcome作者: Parabola 時(shí)間: 2025-3-24 13:14
Genital Papillomavirus Infectionshow they reconcile those two sets of experiences. Commencing with a consideration of the range of purposes identified in these contributions and from other sources, a review of the kinds of curriculum considerations (i.e. the sequencing, ordering and kinds of experiences) and also pedagogic practice作者: Arbitrary 時(shí)間: 2025-3-24 18:23 作者: Corporeal 時(shí)間: 2025-3-24 21:49
Augmenting Post-Practicum Experiences: Purposes and Practices effective. Central to this is the importance of finding ways to integrate students’ experiences in the two different kinds of settings (i.e. clinical practice and classroom) through reconciling the contributions of these experiences as directed towards achieving the outcomes of students’ programmes作者: Spongy-Bone 時(shí)間: 2025-3-25 01:46 作者: Mast-Cell 時(shí)間: 2025-3-25 06:01
Implementation and Evaluation of the Post-Practicum Oral Clinical Reasoning Exam individual face-to-face oral exam that followed, students were required to describe how they would prioritise, plan and manage the care of the four patients using the clinical reasoning cycle as their organising framework. The exam was marked by a trained?staff member, and immediate summative feedb作者: 下級 時(shí)間: 2025-3-25 08:02 作者: 搖曳 時(shí)間: 2025-3-25 14:04
Clinician Peer Exchange Groups (C-PEGs): Augmenting Medical Students’ Learning on Clinical Placement C-PEGs have value for learning, peer connection and peer support. The potential value of C-PEGs for final year medical students is heightened when considered as a scaffold for the lifelong learning skills of the reflective practitioner..Learning through the experiences and challenges of day-to-day 作者: 災(zāi)難 時(shí)間: 2025-3-25 18:18 作者: 陪審團(tuán)每個(gè)人 時(shí)間: 2025-3-25 23:32
The Continuity of Care Experience and Reflective Writing: Enhancing Post-Practicum Learning for Midwnts’ written reflections completed before and after the introduction of the model at Flinders University were evaluated and compared with the writing from students at Griffith University. Results show that Flinders University students’ scores pre-intervention ranked poorly as evidence of reflective 作者: Ledger 時(shí)間: 2025-3-26 03:27
Using Learning Circles to Develop Intersubjectivityogic activity for developing students’ knowledge of nursing through checking and comparing experiences, feelings and conceptual understanding. It may prove to be an educational pedagogy that enhances student intersubjectivity and practice. The structured learning circle activity focused on a shared 作者: Landlocked 時(shí)間: 2025-3-26 05:00 作者: Epithelium 時(shí)間: 2025-3-26 10:38 作者: 煤渣 時(shí)間: 2025-3-26 16:03
Facilitating Students’ Reflections on Community Practice: A New Approachand reflect on their learning needs. The community health facilities students attend are quite varied in what they might offer in terms of opportunities and engagement..To augment learning a discussion forum was created on a project-specific, web-based learning interface, ‘Critical reflection on Com作者: 玉米棒子 時(shí)間: 2025-3-26 20:35
The Reflective Debrief: Using Students’ Placement Experiences to Enrich Understandings of Distinct Khe reflective debrief was to provide a staff-facilitated opportunity for students to reflect formally and collectively on their hospital placement experiences and to explore the implications for future dietetic work. The development, implementation and evaluation of the reflective debrief session fo作者: 機(jī)構(gòu) 時(shí)間: 2025-3-26 21:11 作者: Isthmus 時(shí)間: 2025-3-27 02:20 作者: 蠟燭 時(shí)間: 2025-3-27 07:12 作者: cornucopia 時(shí)間: 2025-3-27 12:32 作者: Diaphragm 時(shí)間: 2025-3-27 16:34
https://doi.org/10.1007/978-3-658-30690-8ning (WIL) components into its courses. These components take many forms such as practicums, clinical experiences, and internships. They play an essential role in bridging the content studied at universities and professional practice required in workplaces. In some instances, students are charged wi作者: 仔細(xì)檢查 時(shí)間: 2025-3-27 21:01
Wie lernen wir die Natur besser kennen?and are able to demonstrate application of the clinical reasoning process. While clinical reasoning is often taught and assessed in preparation for clinical placements, a post-practicum assessment can help to identify if and to what extent students’ clinical experiences influence their learning. The作者: 廚房里面 時(shí)間: 2025-3-28 00:16 作者: 憂傷 時(shí)間: 2025-3-28 06:08 作者: 接觸 時(shí)間: 2025-3-28 06:18
https://doi.org/10.1007/978-3-662-58643-3y are addressed directly throughout the curriculum through a variety of learning activities from the classroom to clinical placements. Employability, however, also includes an ability to communicate those attributes to potential employers. In this chapter, we describe an approach to assist students 作者: overreach 時(shí)間: 2025-3-28 14:23 作者: Hay-Fever 時(shí)間: 2025-3-28 14:40
Genialit?t, Depressivit?t, Resilienzips where clinicians seek to make sense of and identify stakeholders’ interests. Students may develop intersubjectivity through group work, structured around classroom activities. However, less well established is how the types of skills required for the temporary, fleeting and partial everyday heal作者: apiary 時(shí)間: 2025-3-28 22:05 作者: Abrade 時(shí)間: 2025-3-29 02:22
,Foreskin Restoration 1980–2008,ibutes. Students report high levels of stress associated with this accelerated learning trajectory, which focuses on professional knowledge and clinical competencies. Although incidentally targeted in the curriculum, resilience, self-efficacy, and professional identity are required for managing tert作者: obstruct 時(shí)間: 2025-3-29 06:38 作者: 暫時(shí)休息 時(shí)間: 2025-3-29 08:11 作者: 容易做 時(shí)間: 2025-3-29 15:01
Genital Papillomavirus Infectionslthcare students want more feedback during placements. Students’ roles in feedback processes tend to be overlooked with most learning interventions focusing on professional development of educators, that is, how to ‘deliver’ feedback better (Carless et al., 2011). Addressing student’s role in feedba作者: Osteoarthritis 時(shí)間: 2025-3-29 17:06 作者: EXULT 時(shí)間: 2025-3-29 21:31
Genital Papillomavirus Infectionschapter. It draws upon and synthesises the contributions and findings from the studies reported and discussed within this monograph. Explicitly, it seeks to identify and align particular educational purposes with specific curriculum and pedagogic practices, so that the provision of educative experie作者: 驕傲 時(shí)間: 2025-3-30 03:46
Augmenting Health and Social Care Students’ Clinical Learning Experiences978-3-030-05560-8Series ISSN 2210-5549 Series E-ISSN 2210-5557 作者: 信徒 時(shí)間: 2025-3-30 05:25
Stephen Billett,Jennifer Newton,Christy NobleProvides a collective and multi-disciplinary account of promoting learning through post-practicum experiences.Presents the implementation of educational initiatives seeking to promote learning through作者: Engaged 時(shí)間: 2025-3-30 10:57
Professional and Practice-based Learninghttp://image.papertrans.cn/b/image/165561.jpg作者: Mercantile 時(shí)間: 2025-3-30 13:26 作者: 雄偉 時(shí)間: 2025-3-30 20:22
Springer Nature Switzerland AG 2019作者: 大看臺 時(shí)間: 2025-3-30 23:55
2210-5549 educational initiatives seeking to promote learning through.This edited volume offers a range of insights about, practices of and findings associated with enrichening health and social care students’ learning by their engagement in educational processes during and after the completion of their prac作者: HUMP 時(shí)間: 2025-3-31 02:27
Book 2019by their engagement in educational processes during and after the completion of their practicum experiences in health and social care settings. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trial作者: 不來 時(shí)間: 2025-3-31 07:39 作者: 上腭 時(shí)間: 2025-3-31 11:44
Sharing Stories and Building Resilience: Student Preferences and Processes of Post-practicum Intervening (WIL) components into its courses. These components take many forms such as practicums, clinical experiences, and internships. They play an essential role in bridging the content studied at universities and professional practice required in workplaces. In some instances, students are charged wi作者: 水汽 時(shí)間: 2025-3-31 13:48 作者: gustation 時(shí)間: 2025-3-31 21:15
Utilising a Post-Placement Critical Assessment Task to Consolidate Interprofessional Learninginical placements, with the aim of consolidating a programme of interprofessional learning. It argues that the capabilities required by health graduates for effective collaborative practice between multiple health professions after graduation are complex and span the three domains of learning first 作者: Latency 時(shí)間: 2025-3-31 23:29
Clinician Peer Exchange Groups (C-PEGs): Augmenting Medical Students’ Learning on Clinical Placementfor final year medical students on clinical placement to come together and share learning with their peers. C-PEGs took the form of multiple, peer-only, face-to-face groups of five students with relatively open-ended topics for discussion. These design elements helped to create a safe learning envir作者: MAZE 時(shí)間: 2025-4-1 02:15
Post-practicum Strategies to Translate Clinical Experience to Attributes of Employability: Respondiny are addressed directly throughout the curriculum through a variety of learning activities from the classroom to clinical placements. Employability, however, also includes an ability to communicate those attributes to potential employers. In this chapter, we describe an approach to assist students
