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Home » Books » Science » Medicine » Allied Health » Physical Therapy

Transforming Practice Through Clinical Education, Professional Supervision and Mentoring

By Miranda L. Rose (Edited by), Dawn L. Best (Edited by)

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Format: Paperback, 384 pages
Published In: United Kingdom, 26 August 2005
This publication aims to be a user-friendly resource for supervisors to develop their practice grounded in current theory and evidence. The publication extends beyond past notions of student supervision to include supervision of professionals in their work place and the emergent importance of professional mentoring for ongoing professional development. The publication is written from the perspective of a broad range of health science practitioners, including audiology, dietetics, nursing, occupational therapy, pharmacy, physiotherapy, podiatry, prosthetics and orthotics, radiography, and speech-language pathology. Acknowledging that health science professionals work in busy and often stressful environments, there is a deliberate intention to present complex theoretical material in a simple and person-centred format. Such a presentation aims to assist the reader to more easily integrate the material into their practice. The user-friendly style as previously utilized in Best and Rose (1996) continues to receive extremely positive feedback from readers and course developers.

Table of Contents

List of Contributors vii; Foreword ix; Acknowledgements xi; Chapter 1; Introduction to clinical education, professional supervision and mentoring 1; PART 1 Introduction to terminology and definitions 2; Miranda Rose and Dawn Best; PART 2 Context for clinical education, professional supervision and mentoring 8; Miranda Rose and Dawn Best; PART 3 Clinical education, professional supervision and mentoring: a perspective from the UK 16; Della Fish; PART 4 Clinical education, professional supervision and mentoring: a perspective from the USA 19; Marisue Pickering; PART 5 Clinical education, professional supervision and mentoring: a perspective from Canada 23; Paul Hagler; SECTION 1 THE CLINICAL EDUCATION PROCESS AND THE ROLE OF THE CLINICAL EDUCATOR; Chapter 2; Models of clinical education 29; Beverly Joffe; Chapter 3; Costs of clinical education 37; Paul Hagler; Chapter 4; Exploring the roles of the clinical educator 45; PART 1 Introduction 45; Dawn Best; PART 2 The manager role 49; Louise Brown and Mary Kennedy-Jones; PART 3 Instructor, observer and provider of feedback 58; Jennifer Marriott and Kirstie Galbraith; PART 4 Counsellor role 68; Michael McGartland; PART 5 Assessor role 77; Helen McBurney; SECTION 2 TEACHING AND LEARNING; Chapter 5; Domains of teaching and learning 89; PART 1 Understanding clinical knowledge and developing clinical expertise 89; Helen Edwards, Dawn Best and Miranda Rose; PART 2 Manual skills 101; Margaret C. Hodge and Matthew Oates; PART 3 Attitudes 111; Dawn Best and Megan Davidson. Chapter 6; Learning about learning 121; Dawn Best, Miranda Rose and Helen Edwards; Chapter 7; Reflection, practice and clinical education 143; Marilyn Baird and Jane Winter; SECTION 3 CHALLENGES IN CLINICAL EDUCATION; Chapter 8; The challenging learning situation 163; Susan Ryan; Chapter 9; Clinical education and evidence-based practice 175; Megan Davidson; Chapter 10; Ethics in clinical education 185; Louise Brown; Chapter 11; Power issues in clinical education 197; Dawn Best; Chapter 12; Clinical educators as cultural guides 207; Louisa Remedios and Gillian Webb; Chapter 13; From a distance: the challenges of clinical education 219; Maggie Roe-Shaw; Chapter 14; Collaboration in clinical education 229; Magdalen Rozsa and Michelle Lincoln; Chapter 15; Contract learning 249; Mary Kennedy-Jones; SECTION 4 THE SELF IN SUPERVISION; Chapter 16; Gods, myths and supervisors 261; Bernie Neville; Chapter 17; Finding meaning and preventing burnout 275; Lindy McAllister; SECTION 5 BEYOND CLINICAL EDUCATION; Chapter 18; Professional supervision 293; Kerry Ferguson; Chapter 19; Mentoring in the health professions 309; Miranda Rose; SECTION 6 EVALUATION AND FUTURE DIRECTIONS IN CLINICAL EDUCATION AND SUPERVISION; Chapter 20; The anatomy of educational evaluation in clinical education, mentoring and professional supervision 327; Della Fish; Chapter 21; Transforming practice 343; PART 1 Transforming practice through teaching, learning and supporting relation

Table of Contents

Chapter 1 - Introduction to clinical education, professional supervision and montoring Part 1 - Introduction to terminology and definitions Miranda Rose and Dawn Best Part 2 - Context for clinical education, professional supervision and mentoring Miranda Rose and Dawn Best Part 3 - Clinical education, professional supervision and mentoring a perspective from the UK Della Fish Part 4 - Clinical education, professional supervision and mentoring:�a perspective from the USA Marisue Pickering Part 5 - Clinical education, professional supervision and mentoring: a perspective from Canada Paul Hagler Section 1 The Clinical Education Process and the Role of the Clinical Educator Chapter 2 - Models of clinical education Beverly Joffe Chapter 3 - Costs of clinical education Paul Hagler Chapter 4 - Exploring the roles of the clinical educator Part 1 - Introduction Dawn Best Part 2 - The manager role Louise Brown and Mary Kennedy-Jones Part 3 -�Instructor, observer and provider of feedback Jennifer Marriott and Kirstie Galbraith Part 4 - Counsellor Role Michael McGartland Part 5 - Assessor role Helen McBurney Section�2 Teaching and Learning Chapter 5 -�Domains of teaching and learning Part 1 - Understanding clinical knowledge and developing clinical expertise Helen Edwards, Dawn Best and Miranda Rose Part 2 - Manual Skills Margaret C. Hodge and Matthew Oates Part 3 - Attitudes Dawn Best and Megan Davidson Chapter 6 - Learning about learning Dawn Best, Miranda Rose and Helen Edwards Chapter 7 - Reflection, practice and clinical education Marilyn Baird and Jane Winter Section 3 Challenges in Clinical Education Chapter 8 - The challenging learning situation Chapter 9 - Clinical education and evidence-based practice Chapter 10 -�Ethics in clinical education Chapter 11 - Power issues in clinical education Chapter 12 - Clinical educators as cultural guides Louisa Remedios and Gillian Webb Chapter 13 - From a distance: the challenges of clinical education Maggie Roe-shaw Chapter 14 - Collaboration in clinical education Magdalen Rozsa and Michelle Lincoln Chapter 15 - Contract learning Mary Kennedy-Jones Section 4 The Self in Supervision Chapter 16 -�Gods, myths and supervisors Bernie Neville Chapter 17 -�Finding meaning and preventing burnout Lindy McAllister Section 5 Beyond Clinical Education Chapter 18 - Professional supervision Chapter 19 -�Mentoring in the health professions Section 6 Evaluation and future directions in clinical education and supervision Chapter 20�- The anatomy of educational evaluation in clinical education, mentoring and professional supervision Della Fish Chapter 21 - Transforming practice Part 1�- Transforming practice through teaching, learning and supporting relationships Miranda Rose and Dwan Best� Part 2 - Transforming practice through teaching, learning and supporting relationships: a�perspective from the�UK Della Fish Part 3 -��Transforming practice through teaching, learning and supporting relationships: a�perspective from the USA Marisue Pickering� Part 4 -��Transforming practice through teaching, learning and supporting relationships: a�perspective from Canada Paul Hagler Index

Reviews

***** This is an exciting book that will be well used, and a constant source of reference in many clinical areas.

EAN: 9780443074547
ISBN: 0443074542
Publisher: Churchill Livingstone
Dimensions: 24.64 x 18.85 x 1.88 centimetres (0.86 kg)
Age Range: 15+ years
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sarah on
 
This is an excellent resource for health professionals including nurses and midwives who are interested in how to provide ongoing support to colleagues as well as educators. The book looks at the difference in mentoring, supervision and education and draws on international research to propose models for providing that form of professional development. Highly recommended

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