LEADER 04386nam 22004935 450 001 9910337759103321 005 20210211110856.0 010 $a3-030-01096-1 024 7 $a10.1007/978-3-030-01096-6 035 $a(CKB)4100000007463638 035 $a(MiAaPQ)EBC5632936 035 $a(DE-He213)978-3-030-01096-6 035 $a(EXLCZ)994100000007463638 100 $a20190111d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEnsuring quality in professional education$hVolume I$iHuman client fields pedagogy and knowledge structures /$fedited by Karen Trimmer, Tara Newman, Fernando F. Padró 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019. 215 $a1 online resource (314 pages) 311 0 $a3030010953 327 $aChapter 1. The need for case studies to illustrate quality practice: Teaching in higher education to ensure quality of entry level professionals; Tara Newman, Karen Trimmer and Fernando Padró -- Chapter 2. Evaluating mixed modes of delivery for Professional Education; Chris Gorse, Richard Cozzens and Lloyld Scott -- Chapter 3. Simulating: Bridging the gap between practice and theory in higher professional education; Yngve Nordkvelle, Odd Rune Stalehim, Trine Fossland, Thomas de Lange, Anne Line Wittek, Monika Bĉrĝe Nerland -- Chapter 4. Starting early: Using ePortfolios to prepare first year midwifery students for professional practice; Terri Downer and Christine Slade -- Chapter 5. Starting with the end in mind: Future focussed curriculum in health promotion; Jane Taylor, Theresa Ashford, Karen Shelley and Kylie Readman -- Chapter 6. Towards a Culturally Inclusive Model of Care: Quality practice and care through the lens of a practising nurse; Natalie Goldman and Karen Trimmer -- Chapter 7. Viable knowledge: Practice Led Learning; Lyn Karstadt -- Chapter 8. Designing for collaboration: A simulation-based interprofessional team training session for medical and nursing students in Norway; Ingunn Aase and Karina Aase -- Chapter 9. Developing curriculum: Nursing students' involvement in skills training design; Cecilie Haraldseid, Inguun Aase, Karina Aase -- Chapter 10. Developing lifelong learning skills: Using a Traffic Light Report to promote competency standards and self-assessment among pharmacy; Rosie Nash, Leanne Chalmers, Ieva Stupans, Natalie Brown -- Chapter 11. The Work-Integrated Learning Program: Developing Employability Skills in Psychology Undergraduates; Jessica Marrington, Annissa O'Shea and Lorelle Burton -- Chapter 12. Post-graduate supervision of indigenous students in the health-related fields; Don Gorman and Fernando Padró. 330 $aThis book analyses examples of quality teaching in professional education in the human client fields. The first of two volumes, the editors and contributors use case studies to illustrate the elements deemed good practice within professional education. There are many different routes towards preparing well-qualified professionals through higher education: as diverse as the professions themselves, these routes are largely determined by decisions academics make regarding content, curriculum alignment, integration of research with practice and pedagogical techniques. Including case studies from midwifery, medical, nursing and psychology degree programmes, the authors and editors unravel what good teaching in professional practice looks like in the human client fields, and how it can be achieved. This rigorous and comprehensive collection will be of interest and value to students and scholars of professional pedagogy, as well as practitioners. 517 3 $aHuman client fields pedagogy and knowledge structures 606 $aProfessional education 606 $aVocational education 606 $aHigher education 606 $aTeaching 615 0$aProfessional education. 615 0$aVocational education. 615 0$aHigher education. 615 0$aTeaching. 676 $a378.013 676 $a378.013 702 $aTrimmer$b Karen 702 $aNewman$b Tara 702 $aPadró$b Fernando F. 906 $aBOOK 912 $a9910337759103321 996 $aEnsuring quality in professional education$92542822 997 $aUNINA