The practitioner as teacher / edited by Sue Hinchliff.

Previous ed.: London: Baillière Tindall, 1999.

Includes bibliographical references and index.

1. Creating a learning environment:-Introduction--Learning objectives--Teaching nursing--The changing emphasis on learning--Teaching practice intelligence--Teaching using the principles of perception--Learning to use the right knowledge--Teaching from evidence-based practice--Learning and developing skills--Learning and teaching from experience--Transmitting your intuitive knowledge--Learning using all the domains through supervision and mentorship--Creating a clinical learning environment--Changing into a learning environment--2. The Learning and Teaching Journey:- Introduction--Learning objectives--PART 1: The learning and teaching journey to licensed practitioner--Recruitment and retention--Overseas recruitment--HCAs--NVQ/SVQ framework--Definitions of levels--Learning in higher education--The necessity for academic rigour--Academic levels--System of accreditation used in higher education--Pre-registration nurse education programmes--Programme content--Outcomes and competencies--CPD and lifelong learning--PART 2:- The learning and teaching journey--becoming an expert--Pathway to expert practice--The concept of lifelong learning--Portfolio development--Capturing the evidence--3. Learning and Teaching in Practice:- Introduction--Learning objectives--What is learning?-- Models and theories of learning--Domains of learning--Sociological factors affecting learning--The adult learner--Androgogy and pedagogy--Superficial versus deep learning--The importance of individual differences--Motivation--The value of reflective practice to the teaching and learning process--The importance of journal, log or diary writing to learning--How to write a journal--Recording your journal--Linking theory with practice--the role of the practitioner--Teaching strategies--Building the framework--why we need a teaching strategy-- Teaching a skill--Preparing your teaching--Communication skills--The use of humour in teaching--The what of teaching--The importance of evidence-based practice--The why of teaching--The when of teaching--The where of teaching--The how of teaching--Providing a structure for teaching--Aims and objectives--Identifying what to teach--Identifying your aim for the session--Formal and informal teaching--Deciding what to teach--Different approaches to teaching--Creating a good environment for teaching--Teaching methods--Handouts--Delivering a lecture--Discussion and tutorial groups--Audiovisual aids--4. Teaching for competency-based learning:- Introduction--Learning objectives--Overview of competence--NHS KSF core dimensions--Specific dimensions--Development review--Linking the development review with the NHS KSF--Accreditation--Standard/competency setting--Dissemination of the standard/competencies--Comparison of the evidence--Review and evaluation--5. Evaluating learning and teaching:- Introduction--Learning objectives--Defining terms--Evaluating as a process--Why do we need to evaluate?--When is the best time to evaluate? --Where is the most appropriate place to evaluate? --What is it we need to evaluate?--Who are we going to evaluate?--How to evaluate teaching--Self-evaluation--Gaining feedback--How to evaluate learning--Peer evaluation--Evaluating the effectiveness of your teaching--Evaluating and assessing competence--The value of learning in and from practice--What is competence and why do we need to measure it?--Assessing competence pre- and post-registration--Mentor responsibilities--Mentorship preparation--Aassessing competence--the NVQ/SVQ framework--QCA as a regulatory body--Awarding bodies--Approved assessment centres--Different Supporting roles--NVQ/SVQ structure--Choice of units--Teaching and assessing - getting started--Route planning.

This third edition has been revised to reflect major changes in nurse education, including the movement to higher education, the shift from acute setting into the community, and the increasing impact of support workers and NVQs.