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By Joan Mulholland
This toolkit is designed for getting ready healthiness and social care practitioners for his or her position in facilitating studying of their place of work. It allows readers to understand studying possibilities, speak their specialist wisdom, offer scholars with acceptable help, pass judgement on functionality, co-ordinate pupil touch with others within the place of work and strengthen understanding of the desires of scholars from various backgrounds. With lots of actions and questions, the reader can verify their wisdom base and practice the recommendations within the toolkit to their paintings atmosphere.
This re-creation is totally up to date and now contains: foreign contexualisation; extra insurance on assembly the various wishes of scholars; and a brand new part on assembly expert criteria, which discusses the NMC criteria in addition to these of different disciplines. a brand new better half site makes worthwhile supplementary fabric to be had – together with additional actions and articles on dealing with the location studying adventure, constructing new supervisors, and benefiting from mirrored image between others.
Practical and easy-to-read, this is often a huge source for all these practitioners who help scholars within the workplace.
Read or Download Learning in the Workplace: A Toolkit for Facilitating Learning and Assessment in Health and Social Care Settings PDF
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Additional resources for Learning in the Workplace: A Toolkit for Facilitating Learning and Assessment in Health and Social Care Settings
Example text
Aims The programme needs to have clear aims as this will guide both work-based facilitator and student. The aims should be specified in terms of the general aim of the teaching in relation to the placement. They should be broad or general statements of educational intent and indicate the overall purpose or desired goal of a placement. Remember that this information will be released to students and so it should be written in ‘student-friendly’ language. ’ Most placements will also state learning outcomes, which consist of statements about what the student is expected to know and/or be able to do at the end of the placement.
This entails passion, not only motivating students to learn, but also teaching them how to learn, and doing so in a manner that is relevant, meaningful and memorable. Good teaching is also about substance and treating students as consumers of knowledge, striving to bridge the gap between theory and practice in the workplace. A good teacher listens, questions, responds and remembers that each student is different. It’s about eliciting responses and developing the oral communication skills of the quiet students.
E. goals. Malone (1981) presented a theoretical framework for intrinsic motivation in the context of designing computer games for instruction. Malone argues that intrinsic motivation is created by three qualities: challenge, fantasy and curiosity. Challenge depends upon activities that involve uncertain outcomes due to variable levels, hidden information or randomness. Fantasy should depend upon skills required for the instruction. Curiosity can be aroused when learners believe their knowledge structures are incomplete, inconsistent or unparsimonious.