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An incremental approach to educational development
1School of Health, University of Wolverhampton. m.smith4@wlv.ac.uk
Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|February 26, 2003
Summary
This study explores the educational and clinical skills needed for practitioners teaching students in practice settings. It proposes a flexible model to support teaching, learning, and assessment across all professional practice levels.
Area of Science:
- Nursing Education
- Clinical Practice
- Professional Development
Background:
- The document 'Preparation of Mentors and Teachers (ENB/DoH 2001)' necessitates changes in practice area education.
- Practitioners require specific academic and clinical skills to effectively teach and assess students.
Purpose of the Study:
- To examine the implications of the ENB/DoH 2001 document on practice education.
- To explore the range of skills needed for teaching and assessing students at various professional practice levels.
- To propose a flexible educational model for practice areas.
Main Methods:
- Document analysis of 'Preparation of Mentors and Teachers (ENB/DoH 2001)'.
- Exploration of academic and clinical skills required for educators.
- Discussion on supporting teaching, learning, and assessment.
Main Results:
- Identified the need for enhanced skills in practitioners serving as educators.
- Highlighted the importance of continuous support for teaching and assessment in practice.
- Recognized the necessity of adapting educational strategies for different student levels.
Conclusions:
- A flexible model integrating educational theory and clinical practice is proposed.
- Effective mentorship and teaching require specific, adaptable skill sets.
- Ongoing support is crucial for educators in practice settings to ensure quality student development.