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An incremental approach to educational development.

Milly Smith1, Anne Smith

  • 1School of Health, University of Wolverhampton. m.smith4@wlv.ac.uk

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|February 26, 2003
PubMed
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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.

Related Experiment Videos

  • 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.