With Reference to the Educational Literature Analyse the Way in Which the Curricular Structure in Your Sphere of Educational Practice Influences Your Teaching and Learning Strategies.
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With reference to the educational literature analyse the way in which the curricular structure in your sphere of educational practice influences your teaching and learning strategies.
In my current role within the clinical development team I am involved in the induction training of nurses who are new to general practice and also the continuing professional development (CPD) of all primary care nurses. The Health Professions Council (HPC) defines CPD as “a range of learning activities through which health professionals maintain and develop throughout their career to ensure that they retain their capacity to practise safely, effectively and legally within their evolving scope of practice” ( HPC, 2005). CPD refers to learning opportunities that are provided to individuals who are already engaged in work and whose intention in undertaking the learning is to update their skills and competencies. Watkins (1999, pp.73) asserts that “professional associations, increasingly aware of the effects of rapid change on the standards and values that underpin professional practice, recognise the potential impact of CPD and the need to provide opportunities for professionals to update their skills”. This is substantiated by the nursing, midwifery and allied health professional bodies who jointly agree that “CPD is fundamental to the development of all health and social care practitioners, and is the mechanism through which high quality patient and client care is identified, maintained and developed” (Royal College of Nursing, 2007).
One of the areas prioritised for CPD within primary care is immunisation, an area which is fairly unique to general practice. Annual updates are designated as mandatory for all immunisers and essential for any healthcare professional advising parents about childhood immunisations, due to the frequent changes which occur in both policies and recommendations as a result of changing disease patterns and development of new vaccines. Although...
In my current role within the clinical development team I am involved in the induction training of nurses who are new to general practice and also the continuing professional development (CPD) of all primary care nurses. The Health Professions Council (HPC) defines CPD as “a range of learning activities through which health professionals maintain and develop throughout their career to ensure that they retain their capacity to practise safely, effectively and legally within their evolving scope of practice” ( HPC, 2005). CPD refers to learning opportunities that are provided to individuals who are already engaged in work and whose intention in undertaking the learning is to update their skills and competencies. Watkins (1999, pp.73) asserts that “professional associations, increasingly aware of the effects of rapid change on the standards and values that underpin professional practice, recognise the potential impact of CPD and the need to provide opportunities for professionals to update their skills”. This is substantiated by the nursing, midwifery and allied health professional bodies who jointly agree that “CPD is fundamental to the development of all health and social care practitioners, and is the mechanism through which high quality patient and client care is identified, maintained and developed” (Royal College of Nursing, 2007).
One of the areas prioritised for CPD within primary care is immunisation, an area which is fairly unique to general practice. Annual updates are designated as mandatory for all immunisers and essential for any healthcare professional advising parents about childhood immunisations, due to the frequent changes which occur in both policies and recommendations as a result of changing disease patterns and development of new vaccines. Although...