Over the years trends in clinical skills education have swung
between classroom based simulation and clinical based experience.
Furthermore with the development of new roles such as the Advanced
Nurse Practitioner, certain clinical skills are no longer the
domain of one profession. However little research has investigated
the perceptions of those involved in different educational
strategies or the factors which influence their views. This book
explores the perceptions of those involved in two types of clinical
skills education for the role of nurse practitioner. The history of
clinical skills education is traced and an analysis of the
perceptions expressed over the course of an educational initiative
undertaken. Perceptions are clearly linked to wider knowledge
discourses and a model of discourse positioning and movement
developed. The study raises issues for research, education and
practice, and informs contemporary debates regarding educational
evaluation and the theory-practice gap. The book should be useful
to a range of health care professionals, educationalists,
researchers and those interested in knowledge translation.
General
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