The Practice-Based Educator A Reflective Tool

Designed for all those involved in education within the practice-based setting, this book encourages the reader to become involved in their own personal development as a practice-based educator through reflection on their own practice. The reader is encouraged to generate and organise evidence of their own Continuing Professional Development (CPD) through practice-based learning and teaching activities.The text is user-friendly and includes sections on the context of practice-based education, the role of the practice-based educator, facilitating learning in a practice-based setting, and assessing and evaluating practice-based learning.The authors are all educators of experience who have for many years been involved in practice-based educationFully updated to cover current trends such as the move to community-based practice and inter-professional practicePractical features include activities, reflective assignments and literature references

Ann P Moore, University of Brighton, UK,

Lynne Caladine, Clinical Research Centre, UK,

Jane Morris, Clinical Research Centre, UK,

Ros Hilton, King's College, UK,

Vinette Cross, University of Birmingham, UK and

Helen Bristow

Contributors

xi

Foreword

xv

Preface

xvii

Acknowledgements

xix

1 About This Book and How to Use It

1

(14)

Introduction

1

(1)

Who will find this book useful?

1

(1)

What does the book aim to do?

2

(1)

Learning outcomes

2

(1)

What is reflection and what does it offer?

3

(1)

How is reflective thinking organised?

4

(1)

How can reflection help to make sense of experience?

5

(1)

How does the book use reflection to help develop your role?

6

(1)

How can the book help to provide evidence for CPD?

7

(1)

Using learning outcomes

7

(1)

Glossary

8

(1)

Guided reading

8

(1)

Portfolio materials

8

(1)

Working through the book

8

(1)

Summary

9

(4)

Bibliography and further reading

13

(2)

2 Practice-Based Learning and Healthcare Quality

15

(20)

Introduction

15

(1)

Learning outcomes

16

(1)

What is practice-based learning?

16

(2)

Practice-based educators

18

(3)

The scope of the practice-based educator's role

21

(1)

Current issues influencing practice-based education

22

(6)

Accreditation of practice-based educators

28

(1)

Summary

29

(3)

Bibliography and further reading

32

(3)

3 Multiple Roles of the Practice-Based Educator

35

(18)

Introduction

35

(1)

Learning outcomes

35

(1)

What is the role of the practice-based educator?

36

(1)

The practice-based educator as a facilitator of learning

37

(3)

The practice-based educator as an assessor

40

(2)

The practice-based educator as an evaluator

42

(1)

Rewards for the practice-based educator

43

(1)

The learner's perspective

44

(3)

The importance of self-awareness

47

(1)

Summary

48

(3)

Bibliography and further reading

51

(2)

4 The Practice-Based Learning Environment: Social Context and Relationships

53

(16)

Introduction

53

(1)

Learning outcomes

53

(2)

The learning environment

55

(1)

Physical influences on the learning environment

55

(1)

Psychosocial influences on the learning environment

56

(2)

The importance of trust in the learning environment

58

(1)

Cultural influences on the learning environment

59

(4)

Summary

63

(3)

Bibliography and further reading

66

(3)

5 Learning Theories

69

(22)

Introduction

69

(1)

Learning outcomes

69

(1)

Why bother with learning theories?

70

(1)

Adults as learners

71

(1)

Stages of learner development

72

(1)

Adult learning and other approaches to learning theory

73

(1)

Types of learning

74

(4)

Control of the learning process

78

(2)

Learning styles

80

(2)

Transfer of learning

82

(1)

Levels of processing

82

(1)

Learning intention

83

(1)

Summary

84

(4)

Bibliography and further reading

88

(3)

6 Facilitating Learning in the Practice Setting

91

(60)

Introduction

91

(1)

Learning outcomes

92

(1)

What do we mean by facilitation?

92

(1)

What do we want to facilitate?

93

(1)

Principles for the effective facilitation of practice learning

94

(2)

Stages of practice-based learning and facilitation

96

(1)

How can we facilitate learning?

97

(45)

Toolkit Section One: Structuring learning

99

(17)

Negotiated learning agreements

99

(8)

Diagnosing readiness to learn

107

(1)

Using demonstration to facilitate learning

108

(3)

Providing opportunities for structured observation

111

(1)

Questioning and discussion

112

(3)

Giving feedback

115

(1)

Toolkit Section Two: Fostering collaboration

116

(10)

Peer-assisted learning

116

(3)

Interprofessional learning and team-skills development

119

(5)

Problem-based learning

124

(2)

Toolkit Section Three: Promoting empowerment

126

(6)

Challenge and support

126

(2)

Cognitive dissonance

128

(1)

Learning relationships

129

(1)

Portfolio development

130

(2)

Toolkit Section Four: Troubleshooting

132

(10)

Learner alienation in the practice-based learning environment

134

(1)

Match and mismatch between learner development and educator approach

134

(1)

Fear and failure

135

(1)

Enhancing communication and dialogue

136

(3)

The blocked learning cycle

139

(3)

Summary

142

(4)

Bibliography and further reading

146

(5)

7 Assessing Practice-Based Learning

151

(28)

Introduction

151

(1)

Learning outcomes

152

(1)

What is assessment?

152

(1)

Why do we assess?

153

(2)

What do we assess?

155

(1)

When do we assess?

156

(3)

Who is involved in assessment?

159

(3)

How do we assess?

162

(11)

Summary

173

(3)

Bibliography and further reading

176

(3)

8 Evaluating the Practice-Based Learning Experience

179

(30)

Introduction

179

(1)

Learning outcomes

180

(1)

What is evaluation and how does it differ from assessment?

180

(1)

What does evaluation involve?

181

(1)

Evaluation and reflection

182

(1)

The overlapping cycle of evaluation

183

(1)

Developing an evaluation strategy

183

(1)

Why do we want to evaluate?

184

(3)

What aspects of the learning experience do we want to evaluate?

187

(5)

Choosing a methodology

192

(1)

How will evaluation data be collected and analysed?

193

(5)

When does evaluation occur?

198

(1)

Who is involved in evaluation?

199

(3)

How will evaluation information be disseminated and used?

202

(2)

Summary

204

(3)

Bibliography and further reading

207

(2)

9 Putting It All Together: Developing a Practice-Based Learning Curriculum

209

(18)

Introduction

209

(1)

Learning outcomes

209

(1)

Developing a practice-placement curriculum

210

(1)

Influences and constraints on the learning experience

211

(1)

Planning the learning process

212

(5)

Designing learning experiences and opportunities

217

(1)

Managing the learning process

218

(1)

Assessing learning outcomes

219

(1)

Evaluating the overall learning experience

220

(1)

Reflecting on the learning process and planning change

220

(1)

Summary

221

(4)

Bibliography and further reading

225

(2)

Appendix 1 Practice placement assessment form

227

(4)

Appendix 2 Practice placement evaluation form

231

(2)

Glossary

233

(6)

Index

239

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The Practice-Based Educator A Reflective Tool for CPD and Accreditation

Summary

Author Biography

Table of Contents

Supplemental Materials