Titlebook: Developing Learning Professionals; Integrating Experien Stephen Billett,Amanda Henderson Book 2011 Springer Science+Business Media B.V. 201

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K. Okita,S. Matsuda,T. Takemotorvices shaped student-learning opportunities. The more complex the health service in terms of size, clinical team composition and patient or client care responsibilities, the fewer opportunities staff had to come together as a team to discuss and plan student learning. In addition, the more complex

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M.-J. Treffot,F. Quilichini,M.-F. Vinsonnal context. The approach and the relationships among these contingent factors are what constitute the student-learning experience. This experience has three dimensions. First are the perceived priorities of the student that act as a shaping lens through which they identify and locate learning oppor

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Integrating Experiences in Workplace and University Settings: A Conceptual Perspectivemic and practice settings are discussed in terms of how they separately and, when integrated, together can best secure the kinds and forms of knowledge required to be learnt. That is, the chapter identifies how best the fit between the experiences provided and their integration can realise both the

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A Considered Curriculum for Preparing Human Services Practitioners: Structuring Circles of Learning ting for novices, yet comprise routine aspects of human service work. It is essential, therefore, for these students to engage with these experiences with some confidence about how to engage in both personally and professionally productive ways. Students’ learning needs are most likely to be effecti

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Reflective Learning Groups for Student Nurses current usage it often does not take into consideration the complexity of the workplace. Hence, the reflective learning group was conceived to be an approach for clearing a pathway through the often impenetrable complexity of engaging in a healthcare workplace and contextualising and understanding

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Maximising the Integration of Medical and Nursing Students in Clinical Learning Environments: An Aussional groups is focused on the development of profession-specific knowledge (i.e., medicine or nursing). This specificity is reflected in the structure and supervision during the clinical placements where students are located in their respective professional silos. Therefore, strategies and activit

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