000			03933cam a2200481Ii 4500
001			on1147277994
003			OCoLC
005			20220525102850.0
006			m d
007			cr cnu---unuuu
008			200328s2020 sz o 000 0 eng d
020			_a9783030397678 _q(electronic bk.)
020			_a303039767X
024	7		_a10.1007/978-3-030-39767-8 _2doi
035			_a2397694
035			_a(OCoLC)1147277994 _z(OCoLC)1149551875
040			_aEBLCP _beng _cEBLCP _dN$T _erda _dCDS _dN$T _dGW5XE _dDKU
049			_aMAIN
050		4	_aRT71
072		7	_aMQC _2bicssc
072		7	_aMED058000 _2bisacsh
072		7	_aMQC _2thema
082	0	4	_a610.73071 _223
245	0	0	_aDimensions on nursing teaching and learning : _bsupporting nursing students in learning nursing / _cSheila Cunningham, editor.
264		1	_aCham : _bSpringer, _c�2020.
300			_a1 online resource (110 pages.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
500			_aDescription based upon print version of record.
504			_aIncludes bibliographic references (pages 98-101).
505	0		_aChapter 1. Pedagogy for nursing: challenging traditional theories -- Chapter 2. Learning in partnership -- Chapter 3. Clinical learning environments -- Chapter 4. Supervising, supporting learning and coaching -- Chapter 5. Inclusive learning -- Chapter 6. Innovative approaches to nurse teaching and learning.
520			_aThe book presents five significant areas of learning within professional programmes of preparation most applicable to student nurses and midwives in their pre-registration education but also with relevance to other learners on healthcare related disciplines. This volume has emerged from several sources: the editor's role as a Director for Learning and Teaching in Adult, Child Nursing and Midwifery and also from an EU funded project looking at quality benchmarks and assuring clinical learning environments (HEALINT). The Francis Report (Francis 2013) and the Shape of Caring Report (Willis 2015) highlighted challenges related to practice learning and mark a renewed focus in its overall significance (Morley et al 2017). In addition to discussions regarding models of support in practice, there is also a clear emphasis on the need for nurses to have the knowledge and skills to undertake more flexible roles and an increasing requirement for nurses to have higher order knowledge and skills at the point of registration, according to the UK Nursing and Midwifery Council (NMC 2017). The book will meet these new educational needs especillay for educators working in Nurse and midwife colleges. The new standards of proficiency for pre-registration nursing were published in 2018, with all higher education institutions (HEIs) approved to deliver the programme from September 2019. This creates a demand for a publication which explores the potential impact of a new education approach and issues with preparation (teaching and learning) for nurses and the breadth and dimensions of teaching and learning. NMC proposed roles of Practice Supervisor, Practice Assessor and Academic Assessor will not have a prescribed preparation programme and universities and practice partners will be seeking guidance and direction in developing local programmes of preparation.
590			_aMaster record variable field(s) change: 072
650		0	_aNursing _xStudy and teaching.
655		4	_aElectronic books.
700	1		_aCunningham, Sheila, _eeditor.
776	0	8	_iPrint version: _aCunningham, Sheila _tDimensions on Nursing Teaching and Learning : Supporting Nursing Students in Learning Nursing _dCham : Springer,c2020 _z9783030397661
850			_aVJRL-AP
856	4	0	_3EBSCOhost _uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2397694
942			_2nlm _cEBK
999			_c36036 _d36036