1 Innovative feedback strategies in clinical practice: A reflective approach Helen Griffiths Senior Lecturer - Senate Award Fellow Academic Unit of Ophthalmology & Orthoptics Margaret Freeman Faculty Director of Learning & Teaching Department of Human Communication Sciences
2 What we plan to do A Reflective Clinician: How do we achieve our aim? Reflective practice Methods and effectiveness New developments Online reflective portfolio with feedback flags Interactive tutor /student reflection Video patient assessment with student reflection & tutor feedback Discussion
3 Clinical Teaching: Do we achieve our aims?
4 Clinical Teaching: Do we achieve our aims? Competent to practice
5 Clinical Teaching: Do we achieve our aims?
6 Clinical Teaching: Do we achieve our aims? What s the difference?
7 Clinical Teaching: Do we achieve our aims? What s the difference? Academic ability Personality Communication Approach to clinical work Questioning Always looking to improve Evaluates - willing to change
8 Clinical Teaching: Do we achieve our aims? What s the difference? Academic ability Personality Communication Approach to clinical work Questioning Always looking to improve Evaluates- willing to change
9 Clinical Teaching: Do we achieve our aims? What s the difference? Academic ability Personality Communication Approach to clinical work Questioning Always looking to improve Evaluates- willing to change
10 The reflective clinician How do we achieve this?
11 The reflective clinician Thought to be a genuine way of fostering change in professional action to improve patient care.
12 The reflective clinician Thought to be a genuine way of fostering change in professional action to improve patient care.
13 The reflective clinician How do we achieve this? Thought to be a genuine way of fostering change in professional action to improve patient care. Being critically self aware is an acquired skill that comes with experience and great intellect Moran & Dallat, Moran, A. Dallat, J Promoting reflective practice in initial teacher training. International Journal of Educational Management, 9(5):
14 The reflective clinician How do we achieve this? Thought to be a genuine way of fostering change in professional action to improve patient care. Can individuals be forced to be reflective? Will students engage if it s not assessed? Being critically self aware is an acquired skill that comes with experience and great intellect Moran & Dallat (1995).
15 The reflective clinician How do we achieve this? Thought to be a genuine way of fostering change in professional action to improve patient care. Does the practice of RP for assessment purposes limit its effectiveness? Can individuals be forced to be reflective? Will student engage if it s not assessed? Being critically self aware is an acquired skill that comes with experience and great intellect Moran & Dallat (1995).
16 The reflective clinician How do we achieve this? Thought to be a genuine way of fostering change in professional action to improve patient care. Does the practice of RP for assessment purposes limit its effectiveness? Lack of advice in the literature regarding how best to assess reflection. Hargreaves (2004). Can individuals be forced to be reflective? Will student engage if it s not assessed? Being critically self aware is an acquired skill that comes with experience and great intellect Moran & Dallat (1995). Hargreaves, J So how do you feel about that? Assessing reflective practice. Nurse Education Today, 24(3):
17 Reflection during clinical placement Reflection during a clinical session Thinking, correcting, improving, questioning themselves during testing TIME to reflect at the end of the session to write notes / questions What succeeded? And why? What would you change? And why? What professional skills have improved? And why? What further action will you take? How will you use these reflections in future?
18 Reflection during clinical placement Reflection after the clinical session Encourage the use of reflective log books
19 Reflection during clinical placement Reflection after the clinical session Encourage the use of reflective log books Checks of these disappointing: Few entries Think only rare things interesting Often just a list of test results Vital information missing Little, if any, reflection / action
20 Reflection on return from placement Reflective practice meeting - academic tutor 15 minutes/student Present an account of a patient encounter and reflection on this What succeeded? And why? What would they change? And why? What have they learnt, how have they extended their knowledge? What professional skills improved? And why? What action have you taken to improve further? How will they use these reflections in future sessions?
21 Reflective practice meetings A total of 8 one-to-one reflective practice sessions Year 1 3 placements - total 7 weeks Challenge to talk in new professional language Year 2 Year 3 3 placements - total 12 weeks Struggle to select a case, haven t gone that step beyond what they did in clinic 3 placements - total 12 weeks Few approaching professional level - majority not What are we meant to be doing in reflective practice? Can we have more guidance?
22 Clinical Teaching - Best Practice Staff Student Committee Student Focus Groups Before Preparation Information Clinical Placements During Induction Supervision Feedback After Reflection Preparation
23 Clinical Teaching - Best Practice Staff Student Committee Student Focus Groups Structure Guided reflection What will we gain? Before Preparation Information Clinical Placements During Induction Supervision Feedback After Reflection Preparation
24 Development of online reflective portfolio with tutor feedback
25 Development of online reflective portfolio with tutor feedback
26 Development of online reflective portfolio with tutor feedback
27 Development of online reflective portfolio with tutor feedback Whose information is it? Should we expect this to be accepted by all students? If compulsory, does it still retain validity as genuine reflection Only achieves the aim if the student is comfortable sharing with the tutor and thinks this type of experience/feedback will be helpful Necessary skill to develop evidence of reflective practice for CPD / registration Ghaye, T. (2007) Is reflective practice ethical? (The case of the reflective portfolio). Reflective Practice, 8; 2:
28 Development of online reflective portfolio with tutor feedback Only do unto others what you would like them to do to you!
29 A reflective clinician Mindful practitioners attend to their own physical and mental processes during ordinary, everyday tasks. This critical selfreflection enables physicians to listen attentively to patients distress, recognize their own errors, refine their technical skills, make evidence-based decisions, and clarify their values so that they can act with compassion, technical competence, presence and insight. Although mindfulness cannot be taught explicitly, it can be modelled by mentors and cultivated in learners. (Epstein, 1999) Epstein, R.M. (1999). Mindful practice, JAMA, 282(9), p
30 Cultivating reflection Problem-based learning using real examples from National Paediatric and Strabismus Network Questions and problems experts in the field were asking Much more focused Real life" it mattered more Encouraged critical thinking with a matter of urgency Challenged to develop a strategy for arriving at a solution What could they add? Important contribution?
31 Anonymity Not to be shared outside the group Professional behaviour and standards apply Development of Tutor shared reflective practice
32 Development of Tutor shared reflective practice Presenting features My expectations for clinical findings Inconsistencies in test finding My analysis of this and clinical decision Questions I have on this case My actions What have I learnt?
33 Development of Tutor shared reflective practice Video Journal Using evidence to predict outcome of treatment in my case Journal abstract Applying case to literature
34 Found journal article to support poor outcomes where other neurological deficits Questions dosage of BT used, refers to table of dosage Relates this to own experience on placement at Moorfields Eye Hospital, questions dose/effect relationship
35 Case presentation Unusual findings post-op How I communicated with the patient Clinical outcome What I did I do to gain successful outcome? Served as a reminder of anxiety faced by patients Action What have I learnt? How this experience will influence my future practice. Several responses
36 Description of the clinical situation and problems with the testing area Case presentation Unusual findings post-op How I communicated with the patient Clinical outcome Outline of my ideas to improve this and actions taken
37 Student feedback This is a great insight into the types of problems Helen faces in clinic and how she deals with them. It provides a challenge for me to see if I can answer the questions and find some evidence for the group. Competitive If they are doing it, I must do it Developing the want to learn / need to learn
38 Student feedback I have never replied or added to a discussion as I m not confident to do that but I still learn a lot by thinking about the cases. I have found it helpful to see how others approach their reflective practice so that I can use similar strategies during my reflective practice The uspace group makes reflective practice seem something that is easier to achieve, whereas in the past I feel that it has been difficult. Has a template for own reflection Making sense of it
39 Outcomes of reflection Negative Extra pressure/ time Lack of Impact Reflection without learning Rejection by students Inappropriate disclosure Boud & Walker, 1998 Positive Promotes deep learning Increased awareness Improved thoughtfulness before and during practice Allows bridging theory and practice Encourages evidencebased practice Makes practice more interesting Develops ownership In red added by me
40 Margaret s commentary on Helen s approach We don t see things as they are, we see things as we are (Anais Nin, quoted by Epstein, 1999)
41 Research into practice knowledge and learning tell us: Learning in practice is different from learning in HEI (Hamm, 1988; Schön, 1995; ) Practice know how may be tacit and not readily articulated (Eraut, 1995; Higgs & Titchen, (2001) Clinicians may also be unused to articulating aspects of their practice in detail (Epstein, 1999) Students may not be able to see the detail or complexity of practice, without some support and guidance (Stengelhofen, 1992) So, students may not have an adequate template for reflection The process needs to be articulated (eg Helen s model)
42 REFLECTION Helen provides effective practice learning by: Modelling reflection on practice (Schön, 1983) Cognitive apprenticeship (Collins et al.,1989) Deconstructing the processes Providing signposts to learning, to: specific events/critical points her expert thinking processes (tacit > explicit) the process of seeking the evidence base Scaffolding students learning Collaborative learning student & tutor share in problem-solving
43 Comparison of learning contexts: students responses University Context ( environment, patients, staff, peers) and the student role are familiar Student may remain passive Information usually provided in structured, linear form in lectures Or, guidelines are provided, goals of learning activity are explicit Emphasis typically on knowing that (Eraut, 1994) Clinic New context, new role Context requires student to be more active Information may emerge in different time frames; structure of information tends to be less clear The information available may be tacit, may require deduction and reasoning but guidelines, structure etc may be implicit Emphasis on knowing how
44 How can we enable students to transfer learning, from classroom to practice? IF: We don t see things as they are, we see things as we are THEN: We need to encourage students to learn how to think like a practitioner, before they leave the university The question is, how can Uni staff help to: make the tacit thinking processes more overt? enable the student to develop the cognitive skills?
45 ViSUAL Voice: an example of bridging the gap between classroom and clinic STARTING POINT: Action in the diagnostic interview tends to be: Responsive to patient s telling of the story Rapid and dynamic Possibly messy, as a result Student observers may not see the significance ACTION PLAN Record an interview Construct tutorial which guides observation & clinical reasoning
46 Construction of Tutorial Initial interview recorded Context transcribed and analysed by 2 tutors (DS as clinician ; MF as tutor ) Interview split into small sections Questions asked of students, eg: What s happening here? What s the rationale for SLT s question? What does this task tell us?
47 Questions emerge at end of recording Tutor s answers emerge after student has responded
48 At the end of the tutorial, student is required to complete summary of findings and write report to the ENT consultant
49 Value of ViSUAL as learning tool (Staff perspective) Consistent experience for all students Slows down the action and makes learning points explicit Available for different learning points As part of the formal lecture course Preparation for Masterclass Real time interview by experienced SLT Students borrow CD-Rom to rehearse before undertaking initial interview DOWNSIDE: It took ages to deconstruct the content and write the tutorial! A bit didactic?
50 Student Feedback about VISUAL It helped me that I could look back and think about each little bit The questions and answers really made me understand what you mean by theory in practice I wish we had one of these for each patient group It helped me prepare for my first interview
51 A Reflective Clinician: How do we achieve our aim? One method won t suit all Use a mixture Compulsory or assessed reflection - may not be true reflection Without compulsory or assessed nature students may not engage Acquired skill Needs cultivating Consider the use of role model Shared supportive reflection Demonstrate the value / be explicit about benefits and rewards Required skill To achieve clinical excellence CPD evidence for HPC
52 References Boud, D., Walker, D (1998) "Promoting reflection in professional courses: The challenge of context." Studies in Higher Education, 23(2) Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No. 403). BBN Laboratories, Cambridge, MA. Centre for the Study of Reading, University of Illinois. January, Epstein, R.M. (1999). Mindful practice, JAMA, 282(9), p Eraut, M. (1995) Developing Professional Knowledge and Competence, Falmer Press, London. Ghaye, T. (2007) Is reflective practice ethical? (The case of the reflective portfolio). Reflective Practice, 8; 2: Hargreaves, J. (2004). So how do you feel about that? Assessing reflective practice. Nurse Education Today, 24(3):
53 References (continued) Higgs J and Titchen A (2001) Practice knowledge and expertise in the health professions. Butterworth, Heinemann. Kolb, D. (1984) Experiential Learning: experience as the source of learning and development. London: Prentice Hall. Moran, A., Dallat, J. (1995). Promoting reflective practice in initial teacher training. International Journal of Educational Management,9(5): Schön, D. (1983) The Reflective Practitioner; How Professionals Think in Action. New York: Basic Books. Stengelhofen, J. (1992) Teaching Students in Clinical Settings (Therapy in Practice). London: Nelson Thornes Ltd
Adult Learning and Small Group Work TCD November 2012 Ruth Creighton Regional Placement Facilitator Our Lady s Children s Hospital Crumlin Learning Objectives for this session at the end of this session
Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty
Course Information Form (CIF) The CIF provides core information to students, staff teams and others on a particular course of study. Section 1 - General Course Information Course Title Advanced Nursing
Mentoring and Coaching CPD Capacity Building Project National Framework for Mentoring and Coaching Contents: Principles of Mentoring and Coaching Mentoring and Coaching: Core Concepts Skills for Mentoring
Guidelines for Mentor Roles and Responsibilities Introduction There is no standardised terminology applied to mentoring because the definition depends upon why, where, and with whom it is being used. Professional,
MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA postgraduate programmes master s course fashion promotion, communication & media 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni
MA/Postgraduate Diploma in Counselling Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Economic and Social Sciences Programme length: 36 months
International Journal of Nursing December 2014, Vol. 1, No. 2, pp. 147-154 ISSN 2373-7662 (Print) 2373-7670 (Online) Copyright The Author(s). 2014. All Rights Reserved. Published by American Research Institute
CPD profile 1.1 Full name: Practitioner (early career) 1.2 Profession: Occupational therapist 1.3 Registration number: AB1234 2. Summary of recent work/practice I work as a Band 5 Occupational Therapist
Assessment of, for and as Assessment of, for and as Learning Assessment of Learning The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc.
2014 2015 master s courses fashion photography postgraduate programmes master s course fashion photography 02 Brief Overview Brief Descriptive Summary These Master s courses admit students with prior knowledge
Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group
Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0 UCAS code: Awarding Institution: Teaching Institution: Relevant QAA subject
A TEACHING AND LEARNING ISH, MATHS AND SCIENCE MA A TEACHING AND LEARNING AND SPECIALIST PATHWAYS PATHWAYS (ENGLISH, MATHS GLISH, MATHS AND SCIENCE) FACULTY OF EDUCATION AND CHILDREN S SERVICES ACADEMIC
MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT postgraduate programmes master s course fashion & luxury brand management 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown
Cornwall Therapy Partnership Graduate Certificate in Integrated Humanistic Psychotherapy This document contains the outlines of the details of the Graduate Certificate in Integrated Humanistic Psychotherapy
The Clinical Teacher s Toolbox Feedback: ensuring that it leads to enhanced learning David Boud School of Education, University of Technology, Sydney, New South Wales, Australia Editors note: This article
FACULTY OF HEALTH, SOCIAL CARE AND EDUCATION SCHOOL OF NURSING FdSc in Healthcare Practice Programme Specification December 2011 Updated 24.10.2014 Foundation Degree Healthcare Practice - Programme Spec
BA Community Health and Nursing Studies Awarding Institution: Teaching Institution: Relevant QAA benchmarking group Faculty of Economic and Social Sciences For students commencing the programme in 2002
2015 2016 master s courses fashion promotion, communication & media postgraduate programmes master s course fashion promotion, communication & media 02 Brief Overview Brief Descriptive Summary These Master
Programme Specification (Undergraduate) Date amended: 28 August 2015 1. Programme Title(s) and UCAS code(s): BSc Mathematics and Actuarial Science (including year in industry option) 2. Awarding body or
Programme Specification MSc Children s (Pre-Registration) Valid from: September 2014 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location:
MASTER S COURSES FASHION RETAIL MANAGEMENT postgraduate programmes master s course fashion retail management 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed
CPD Profile Forensic Psychologist early career 1.1 Full name: 1.2 Profession: Forensic Psychologist 1.3 Registration number: 2. Summary of recent work experience/practice Since completing my British Psychological
Collaborative learning in e-learning By Associate Professors Anne Karin Larsen & Grete Oline Hole, Høgskolen i Bergen (HiB) Introduction: GOH: welcome to this lecture about collaborative learning in e-learning.
Programme Specification Graduate Diploma in Professional and Clinical Veterinary Nursing 17 1. Awarding institution The Royal Veterinary College 2. Teaching institution The Royal Veterinary College (University
Practical strategies to support the whole-school development of AfL with APP 1 of 11 The National Strategies Primary Practical strategies to support the whole-school development of AfL with APP This document
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Vascular Ultrasound 2. Final award Award Title Credit ECTS Any special criteria value equivalent MSc Vascular
Guidance for Critical Reflections on Practice Development Critical Reflection on Practice Development The aim of this section in the journal is to showcase crafted critical reflections on aspects of practice
Postgraduate Diploma in Higher Education (PGDHE) Customised for the Ministry of Health The Training Agency The National Institute of Education (NIE) is Singapore's recognised premier centre for teacher
NURSING & MIDWIFERY COUNCIL Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers Protecting the public through professional standards NURSING
Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
making Practice-Based Learning work An Introduction to PRACTICE EDUCATION A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL
OCR Teaching in the Lifelong Learning Sector Qualification Units Unit 30 Level 5 Continuing Personal and Professional Development Level 5 QCA Accreditation Number H/500/9888 Unit description Unit aim This
Faculty of Health Disciplines of Nursing & Midwifery Frequently Asked Questions Bachelor of Nursing What is the difference between a Nursing degree and Midwifery degree? Which should I do first? Nursing
making Practice-Based Learning work Developing New Supervisors and Assessors of Practice Learning: a profiling tool for registered practitioners A resource commissioned by the Making Practice Based Learning
PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:
ENHANCING THE POTENTIAL OF MENTORS TO BE FACILITATORS AND ROLE MODELS OF EVIDENCE- BASED PRACTICE Pam Sharp (Senior lecturer) email@example.com Twitter:@sharp_pam Presentation for RCN Beyond the Borders
JOB DESCRIPTION 1. JOB TITLE: Senior Lecturer in Art Education 2. HRMS REFERENCE NUMBER: HR14486 3. ROLE CODE: FINSLTSR5 4. DEPARTMENT: Faculty of Education and Children s Services - Department of Initial
Bridging the Gap for First Year Students with the Use of Peer Tutoring* Georgina Carmody University of Technology, Sydney Georgina.Carmodyfirstname.lastname@example.org Leigh Wood University of Technology, Sydney Leigh.Wood@uts.edu.au
School of Design, Management and Technical Arts Bachelor of Arts (Honours) Creative Lighting Control Programme Specification 6 May 2011 (Updated August 2014) Introduction: What are programme specifications?
Coaching Skills for Managers Online Training Programme Part One Fundamentals of Coaching Participants Manual Video Seven The OSCAR Coaching Model Developed by Phone: 01600 715517 Email: email@example.com
Université d Ottawa University of Ottawa Faculté de médecine Faculty of Medicine Formation professionnelle continue Continuing Professional Development DESIGNING ONLINE CPD- Workshop Facilitator: Mr. Robert
COLLEGE OF PHYSICIANS AND SURGEONS OF ONTARIO P O L I C Y S TAT E M E N T # 1-1 2 Professional Responsibilities in Undergraduate Medical Education APPROVED BY COUNCIL: REVIEWED AND UPDATED: PUBLICATION
Key Components of Literacy Instruction The longer I write and read, the more I learn; writing and reading are lifelong apprenticeships --Donald M. Murray W e, in MPS, believe that effort creates ability.
HND degree top-up students perceptions of their experience at the University of Worcester: how can future students experiences be improved? Lerverne Barber and Dr Nick Breeze University of Worcester (firstname.lastname@example.org
TEACHER/HIGHER EDUCATION INSPECTION Education and Training Inspectorate An Inspection Report on the PGCE Early Years Programme, with a focus on Literacy and Numeracy, Stranmillis University College Inspected:
Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 Your Programme Handbook provides you with a range
Practice guidance for Specialist Community Public Health Nurse [SCPHN] Practice Teachers and Mentors (health visiting and school nursing) 1 Table of Contents Introduction... 3 The Support of Learners...
Competency Perspective on Teaching I. Introduction/Background Competency-Based Education (CBE) is an approach to instruction and assessment that places primary emphasis on identifying and measuring specific
: language in learning across the curriculum 2013 Information for Schools What is Teaching ESL student in Mainstream Classrooms (TESMC)? (TESMC) is for educators seeking to develop understandings of the
Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION MSc Therapy (Pre-registration) Valid from September 2012 MSc Therapy (Pre-registration): September 2012 www.derby.ac.uk/ehs CONTENTS SECTION
MODULE SPECIFICATION WORD TEMPLATE POSTGRADUATE PROGRAMMES KEY FACTS Module name Module code School Department or equivalent UK credits 15 ECTS 7.5 Level 7 Delivery location (partnership programmes only)
PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling
Mentor Portfolio of Evidence for Nurses: Recognition of Mentorship Skills, Guidance and Mapping Framework for Stage 3 mentors/practice Teachers. School of Nursing, Midwifery and Social Work: Working in
University of Illinois at Chicago College of Applied Health Science Department of Physical Therapy Physical Therapy Portfolio Handbook Class of 2015 TABLE OF CONTENTS What is a Portfolio? 2 Introduction
Teacher s and Students Scaffolding in an EFL Classroom Warithorn Samana Dhurakij Pundit University, Thailand E-mail: email@example.com Doi:10.5901/ajis.2013.v2n8p338 Abstract Scaffolding is a teaching
1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn t? Why? How do I feel about it? We don t usually follow
Introduction: What is reflective practice? The words reflective and practice are accessible and familiar. There have been many attempts to define reflective practice. In an article written by Clouder (2000,p.517)
PROGRAMME SPECIFICATION Professional Graduate Certificate in Education (Post-compulsory Education) Postgraduate Certificate in Education (Post-compulsory Education) Incorporating Lifelong Learning UK (LLUK)
Course Prospectus Elevate your practice to the next level of patient care. Description Transform your ability to manage your patients medication therapy with ADAPT, an innovative, application-based, skills
Job Description Job title: Department/School: Lecturer (Clinical Tutor) Psychology Grade: 8 Location: University of Bath Campus Job purpose The post is an exciting opportunity for a Clinical Psychologist
COURSE CATALOG Contents Introduction... 3 Delta Courses... 4 The College Classroom... 4 The College Classroom: International Students, International Faculty... 4 Diversity in the College Classroom... 4
Possible examples of how the Framework For Teaching could apply to 1b. Specific Examples 1b. Demonstrating Knowledge of Students 1a. Specific Examples 1a. Demonstrating knowledge of Content and Pedagogy
Faculty of Health and Life Sciences MENTOR POLICY FOR PRE-REGISTRATION STUDENTS OF NURSING AND MIDWIFERY 1. Introduction In 2008, the Nursing and Midwifery Council (NMC) published the second edition of
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
PR ACTICE guideline Supporting Learners Table of Contents Introduction 3 Accountabilities for Nurses Supporting Learners 3 Guidelines for Nurses in the Educator Role 3 Guidelines for Nurses in the Administrator
Precepting The term preceptor, or teacher, has been known since 15 th century England. Preceptors are the most important teachers in providing a solid clinical experience for nurse practitioner students.
pamoja education Teaching the IB online How pre-university online learning experience can influence a successful transition into and through higher education A research study published by the Institute
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
What is independent learning and what are the benefits for students? Author(s): Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Publisher: London: Department for Children, Schools and Families
Page 1 of 5 Syllabus OT9511 Foundations of Occupational Science and Occupational Therapy 1 Through a variety of experiences, students will be introduced to the practice of occupational therapy and foundational
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
SI Coordinator Handbook Information, Resources and Forms Updated November 2010 1 2 Table of Contents SI Coordinator Job Description... 5 Observations and Evaluations... 9 Initial Contacts... 10 Informal
MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND QUEEN S UNIVERSITY BELFAST UNIVERSITY OF ULSTER OPEN UNIVERSITY and BELFAST HEALTH AND SOCIAL CARE TRUST NORTHERN HEALTH AND SOCIAL CARE TRUST
Social Skills Training What is It? A psychoeducational therapy implemented when someone lacks required social skills Follows 10 specific steps, which distinguishes it from other types of therapies Shown
Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers Front cover, from left to right: Julie Dalphinis, Clinical Learning Environment Lead (West)
HIGHER EDUCATION TEACHING AND LEARNING STRATEGY POLICY VERSION NUMBER 01 MEMBER OF STAFF RESPONSIBLE FOR POLICY Head of Department responsible for Higher Education RECORD OF REVISIONS TO POLICY DATE DETAILS
Classroom Tips for Working with Students on the Autism Spectrum Introduction Working with students on the autism spectrum can be a daunting experience for some educators, especially at first. Since students
2014 2015 one year courses cosmetic and fragrance marketing & management undergraduate programmes one year course cosmetic and fragrance marketing & management 02 Brief descriptive summary Over the past
Tavistock Consulting - Executive coaching programme Professional Qualification & Clinical Training 13th May 2015 Course Type On site Course Length 1 year Study Attendance Part - time Course Overview If
Department for Continuing Education with Oxford Cognitive Therapy Centre Inspiring Excellence in CBT Training, Therapy & Research POSTGRADUATE DIPLOMA IN COGNITIVE BEHAVIOURAL THERAPY A ONE-YEAR PART-TIME
Mentee Preparation Workbook C O N T E N T S Introduction Section 1 The Mentor s Commitment and what a Mentor on our Scheme can offer you Contracting stage Section 2 Preparation for your journey as a mentee
The Care Certificate Framework Guidance Document Copyright Health Education England, Skills for Care and Skills for Health 1 Overall goal of the Care Certificate The introduction of the Care Certificate
Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to
MA in Education (full-time) For students entering in 2013/4 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme