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learning zone
CONTINUING PROFESSIONAL DEVELOPMENT
Page 55 Promoting effective teaching and learning in the clinical setting Page 64 Clinical learning multiple choice questionnaire Page 65 Read a practice profile Page 66 Guidelines on how to write a practice profile
Promoting effective teaching and learning in the clinical setting
NS345 Hand H (2006) Promoting effective teaching and learning in the clinical setting. Nursing Standard. 20, 39, 55-63. Date of acceptance: September 20 2005.
Summary
This article explores the nature of teaching and learning in the clinical area. Many of the issues that mentors encounter in promoting a good learning environment and undertaking effective teaching are discussed.
Demonstrate awareness of the role of teaching and learning within the context of the nursing profession. Examine the theories of how adults learn. Discuss the integration of theory to practice. Identify the characteristics of a good learning environment. Identify the qualities of a good teacher.
Author
Helen Hand is lecturer, University of Sheffield, Sheffield. Email: h.e.hand@sheffield.ac.uk
Keywords
Education: methods; Learning; Mentoring; Teaching These keywords are based on the subject headings from the British Nursing Index. This article has been subject to double-blind review. For related articles and author guidelines visit our online archive at www.nursing-standard.co.uk and search using the keywords.
Introduction
The issue of good quality practice placement has been a focus of the Department of Health (DH) and professional bodies since 1999 when the DH launched the nursing strategy Making a Difference (DH 1999). This strategy proposed a new model of nurse education and a stronger role for the NHS in the management of preregistration nurse education. It also stressed the importance of practice placements in the education of health professionals as part of the DH’s plan to modernise the NHS. The strategy emphasised that placements...
CONTINUING PROFESSIONAL DEVELOPMENT
Page 55 Promoting effective teaching and learning in the clinical setting Page 64 Clinical learning multiple choice questionnaire Page 65 Read a practice profile Page 66 Guidelines on how to write a practice profile
Promoting effective teaching and learning in the clinical setting
NS345 Hand H (2006) Promoting effective teaching and learning in the clinical setting. Nursing Standard. 20, 39, 55-63. Date of acceptance: September 20 2005.
Summary
This article explores the nature of teaching and learning in the clinical area. Many of the issues that mentors encounter in promoting a good learning environment and undertaking effective teaching are discussed.
Demonstrate awareness of the role of teaching and learning within the context of the nursing profession. Examine the theories of how adults learn. Discuss the integration of theory to practice. Identify the characteristics of a good learning environment. Identify the qualities of a good teacher.
Author
Helen Hand is lecturer, University of Sheffield, Sheffield. Email: h.e.hand@sheffield.ac.uk
Keywords
Education: methods; Learning; Mentoring; Teaching These keywords are based on the subject headings from the British Nursing Index. This article has been subject to double-blind review. For related articles and author guidelines visit our online archive at www.nursing-standard.co.uk and search using the keywords.
Introduction
The issue of good quality practice placement has been a focus of the Department of Health (DH) and professional bodies since 1999 when the DH launched the nursing strategy Making a Difference (DH 1999). This strategy proposed a new model of nurse education and a stronger role for the NHS in the management of preregistration nurse education. It also stressed the importance of practice placements in the education of health professionals as part of the DH’s plan to modernise the NHS. The strategy emphasised that placements...