Download Clinical Learning and Teaching Innovations in Nursing: by Kay Edgecombe, Margaret Bowden PDF

By Kay Edgecombe, Margaret Bowden

ISBN-10: 9400772319

ISBN-13: 9789400772311

ISBN-10: 9400772327

ISBN-13: 9789400772328

This ebook presents an in-depth perception into the committed schooling devices (DEU) medical studying procedure. It indicates how DEUs paintings and explains the idea that, philosophy, ideas, sensible implementation and first-hand studies of this ground-breaking, worldwide work-integrated studying technique. It provides some great benefits of DEUs and provides perception into how DEUs offers genuine concepts for fixing the more and more advanced quandary of supplying extra scholars with extra reports of hands-on perform whereas lowering charges and making sure higher numbers of labor prepared graduates. The ebook serves as a reference for nurse scholar schooling and is very salient for these establishing a DEU. it may be used as a springboard for work-integrated studying options for all practice-based disciplines.

Dedicated schooling devices (DEU) supply a versatile scientific studying procedure with a spotlight on founding rules and version to assorted medical contexts instead of a concrete version for scientific studying. DEUs are basically scientific environments during which scholars improve a feeling of safety to discover studying possibilities, understanding there are humans current who will verify they don't make intractable error; those who will consultant and help them to accomplish optimum studying. while built before everything for nurse schooling, DEUs could be tailored to different specialist studying settings.

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Additional info for Clinical Learning and Teaching Innovations in Nursing: Dedicated Education Units Building a Better Future

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The original concept was further finessed by a working party and later by an advisory group. Judy Gonda details these processes in Chap. 4 (this volume), which focuses on the implementation of the original DEU. 30 K. Edgecombe TIME IN CLINICAL Students & academics ONGOING PREPARATION & CAPACITY BUILDING Students, academics, clinical staff clinical venues ROLES & RESPONSIBILITIES CLINICAL TEACHING METHODS Skills development THEORY TO PRACTICE / PRACTICE TO THEORY ADMINISTRATION CLINICAL LEARNING ENVIRONMENT COST CLINICAL SUPERVISION Facilitator’s expertise ACTION RESEARCH ASSESSMENT 31 Fig.

2006a; Kelly 2007; Moscato 2009; Moscato et al. 2007; Pappas 2007). It can do so by having several students of differing year levels in a ward at any given time, but unlike the preceptor model or clinical facilitator model in which students stay with one clinical staff member, all clinical staff take responsibility for students on the ward. Whilst acknowledging that the DEU may not be suitable in all clinical settings because it depends on ‘the people and the context’, those using DEUs see them as providing a ‘win, win, win situation; a win for the academics, a win for the students and a win for the clinical staff’ (Peter Mason, Story 7, Chap.

Flinders University, Adelaide. , & Bowden, M. (2009). The ongoing search for best practice in clinical teaching and learning: A model of nursing students’ evolution to proficient novice registered nurses. Nurse Education in Practice, 9(2), 91–101. , & Mason, P. (1999). Dedicated Education Units 1: A new concept for clinical teaching and learning. Contemporary Nurse, 8(4), 166–171. , & Bowden, M. (2013). International nursing students and what impacts their clinical learning: Literature review. Nurse Education Today, 33(2), 138–142.

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