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

Pandemic

Health-Service Organisation, Clinical Team Composition and Student Learningrvices 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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Promoting Professional Learning: Individual and Institutional Practices and Imperativesnal 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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Stephen Billett,Amanda HendersonAddresses a current point of world-wide interest in higher education – integrating experiences in practice setting.Offers a range of accounts from diverse disciplinary fields of practice.Reports the p

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Professional and Practice-based Learninghttp://image.papertrans.cn/d/image/269759.jpg

課程

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978-94-007-3524-8Springer Science+Business Media B.V. 2011

Concomitant

Developing Learning Professionals978-90-481-3937-8Series ISSN 2210-5549 Series E-ISSN 2210-5557

GLADE

Salvatore Tedesco,Federico Vercelloneree interrelated outcomes. These outcomes are (i) the development of specific capacities within students comprising the canonical knowledge of the occupation, (ii) an understanding of different manifestations of those capacities required to meet the situational requirements of diverse circumstances

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Salvatore Tedesco,Federico Vercelloneclear bases from which to proceed in planning, enacting and evaluating these educational provisions. It is necessary, therefore, to understand the kinds of educational purposes to be achieved, and means by which those purposes can likely be realised. Accordingly, this chapter first identifies the fo

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https://doi.org/10.1007/978-3-030-51324-5ion of undergraduate student nurses to become functioning registered nurses through their experiences in practice settings. The concept of preceptorship is explored as a premise to examining workplace learning for nursing. The worth and qualities of preceptorship are discussed in the context of a 3-