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| Contributors | |
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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| About This Book and How to Use It | |
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| Introduction | |
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| Who will find this book useful | |
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| What does the book aim to do? | |
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| Learning outcomes | |
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| What is reflection and what does it offer the practice-based educator? | |
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| How is reflective thinking organised? | |
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| How can reflection help to make sense of experience? | |
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| How does the book use reflection to help develop your role? | |
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| How can the book help to provide evidence for CPD? | |
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| Summary | |
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| References and further reading | |
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| Practice-Based Learning and Healthcare Quality | |
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| Introduction | |
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| Learning outcomes | |
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| What is practice-based learning? | |
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| Practice-based educators | |
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| The scope of the practice-based educator''s role | |
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| Current issues influencing practice-based education | |
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| Accreditation of practice-based educators | |
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| Summary | |
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| References and further reading | |
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| Multiple Roles of the Practice-Based Educator | |
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| Introduction | |
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| Learning outcomes | |
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| What is the role of the practice-based educator? | |
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| The practice-based educator as a facilitator of learning | |
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| The practice-based educator as an assessor | |
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| The practice-based educator as an evaluator | |
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| Rewards for the practice-based educator | |
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| The learner''s perspective | |
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| The importance of self-awareness | |
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| Summary | |
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| References and further reading | |
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| Practice-Based Learning Environment: Social Context and Relationships | |
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| Introduction | |
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| Learning outcomes | |
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| The learning environment | |
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| Physical influences on the learning environment | |
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| Psychosocial influences on the learning environment | |
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| Cultural influence on the learning environment | |
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| Summary | |
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| References and further reading | |
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| Learning Theories | |
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| Introduction | |
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| Learning outcomes | |
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| Why bother with learning theories? | |
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| Adults as learners | |
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| Stages of learner development | |
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| Adult learning and other approaches to learning theory | |
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| Types of learning | |
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| Control of the learning process | |
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| Learning styles | |
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| Transfer of learning | |
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| Levels of processing | |
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| Learning intention | |
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| Summary | |
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| References and further reading | |
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| Facilitating Learning in the Practice Setting | |
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| Introduction | |
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| Learning outcomes | |
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| What do we mean by facilitation? | |
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| What do we want to facilitate? | |
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| Principles for effective facilitation of effective learning | |
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| Stages of practice-based learning and facilitation | |
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| The Facilitation Toolkit | |
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| Structuring learning | |
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| Negotiating learning agreements | |
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| Diagnosing readiness to learn | |
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| Using demonstration to facilitate learning | |
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| Providing opportunities for structured observation | |
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| Questioning and discussion | |
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| Giving feedback | |
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| Fostering collaboration | |
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| Peer assisted learning | |
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| Inter-professional learning and peer development | |
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| Problem-based learning | |
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| Promoting empowerment | |
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| Challenge and support | |
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| Cognitive dissonance | |
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| Learning relationships | |
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| Portfolio development | |
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| Troubleshooting | |
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| Learner alienation in the practice-based learning environment | |
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| Match and mismatch between learner development and educator approach | |
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| Fear and failure | |
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| Enhancing communication and dialogue | |
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| The blocked learning cycle | |
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| Summary | |
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| References and further reading | |
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| Assessing Practice-Based Learning Introduction | |
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| Learning outcomes | |
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| What is assessment | |
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| Why do we assess? | |
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| When do we assess? | |
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| Who is involved in assessment | |
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| How do we assess? | |
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| Summary | |
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| References | |
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| Evaluating the Practice-Based Learning Experience | |
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| Introduction | |
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| Learning outcomes | |
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| What is evaluation and how does it differ from assessment? | |
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| What does evaluation involve? | |
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| Evaluation and reflection | |
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| The overlapping cycle of reflection | |
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| Developing an evaluation strategy | |
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| Why do we want to evaluate? | |
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| What aspects of the learning experience do we want to evaluate? | |
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| Choosing a methodology | |
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| When does evaluation occur? | |
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| Who is involved in evaluation? | |
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| How will evaluation information be disseminated and used? | |
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| Summary | |
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| References and further reading | |
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| Putting It All Together: Developing a Practice-Based Learning Curriculum | |
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| Introduction | |
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| Learning outcomes | |
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| Developing a practice-based curriculum | |
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| Influences and constraints on the learning experience | |
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| Planning the learning process | |
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| Designing learning experiences and opportunities | |
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| Managing the learning process | |
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| Assessing learning | |