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| Research article summary (published 30 Dec 2002): |
An incremental approach to educational development.
Full Abstract
This article examines the implications for education in practice of the document. Preparation of Mentors and Teachers (ENB/DoH 2001), and the changes that it imposes on those who teach in the practice area. The range of academic and clinical skills practitioners require to teach and assess students at differing levels of professional practice is explored. The authors discuss the need to support teaching. Learning and assessing in the practice area from the pre-registration stage through to higher level practice. A flexible model of educational theory and practice that has the capacity to incorporate a clinical component is proposed.
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Author information
Author/s: Smith, Milly (M); Smith, Anne (A);
Affiliation: School of Health, University of Wolverhampton. m.smith4(-atsign-)wlv.ac.uk
Journal and publication information
Publication Type: Journal Article; Review
Journal: Nursing standard (Royal College of Nursing (Great Britain) : 1987) (Nurs Stand), published in England. (Language: eng)
Reference: -2003 Jan 15-21; vol 17 (issue 18) : pp 41-4
Dates: Created 2003/02/25; Completed 2003/03/18; Revised 2005/11/16;
PMID: 12599982, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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