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Professional identity is a central topic in all courses of
professional training and educators must decide what kind of
identity they hope their students will develop, as well as think
about how they can recruit for, facilitate and assess this
development. This unique book explores professional identity in a
group of caring professions, looking at definition, assessment, and
teaching and learning. Professional Identity in the Caring
Professions includes overviews of professional identity in nursing,
medicine, social work, teaching, and lecturing, along with a
further chapter on identity in emergent professions in healthcare.
Additional chapters look at innovative approaches to selection,
competency development, professional values, leadership potential
and reflection as a key element in professional and
interprofessional identity. The book ends with guidance for
curriculum development in professional education and training, and
the assessment of professional identity. This international
collection is essential reading for those who plan, deliver and
evaluate programs of professional training, as well as scholars and
advanced students researching identity in the caring professions,
including medicine, nursing, allied health, social work and
teaching.
This practical and authoritative handbook provides a comprehensive
overview of the issues and approaches to assuring quality in
university teaching. Including contributions from major
international figures, the book contains a wealth of ideas and
practical advice to help universities commit to quality in teaching
and offers insights into how the topics raised can be directly
applied. The book initially identifies some of the key issues
surrounding the topic, such as the evidence-based identification of
teaching quality; the training of university lecturers and faculty;
external and internal quality assurance; the tension between
professional autonomy and governmental regulation; and the
involvement of students in developing quality. It then moves on to
present ideas and initiatives to address these problems, tackling
the subject through four sections: Assuring Quality - questioning
what quality assurance means and how it might be practised;
Identifying Quality - examining what knowledge exists at present
and how it might be further researched; Developing Quality -
investigating the development of staff through teacher training and
appraisal; Case Studies of Quality Assurance - reviewing six case
studies of quality assurance in a range of contrasting subjects
including the professional subjects of Medicine, Nursing and
Teacher Training which are also addressed systemically in the first
section. Full of practical advice, Handbook of Quality Assurance
for University Teaching is an invaluable and unique resource for
Faculty, Subject Leaders, University Administrators and Quality
Assessors.
Professional identity is a central topic in all courses of
professional training and educators must decide what kind of
identity they hope their students will develop, as well as think
about how they can recruit for, facilitate and assess this
development. This unique book explores professional identity in a
group of caring professions, looking at definition, assessment, and
teaching and learning. Professional Identity in the Caring
Professions includes overviews of professional identity in nursing,
medicine, social work, teaching, and lecturing, along with a
further chapter on identity in emergent professions in healthcare.
Additional chapters look at innovative approaches to selection,
competency development, professional values, leadership potential
and reflection as a key element in professional and
interprofessional identity. The book ends with guidance for
curriculum development in professional education and training, and
the assessment of professional identity. This international
collection is essential reading for those who plan, deliver and
evaluate programs of professional training, as well as scholars and
advanced students researching identity in the caring professions,
including medicine, nursing, allied health, social work and
teaching.
This practical and authoritative handbook provides a comprehensive
overview of the issues and approaches to assuring quality in
university teaching. Including contributions from major
international figures, the book contains a wealth of ideas and
practical advice to help universities commit to quality in teaching
and offers insights into how the topics raised can be directly
applied. The book initially identifies some of the key issues
surrounding the topic, such as the evidence-based identification of
teaching quality; the training of university lecturers and faculty;
external and internal quality assurance; the tension between
professional autonomy and governmental regulation; and the
involvement of students in developing quality. It then moves on to
present ideas and initiatives to address these problems, tackling
the subject through four sections: Assuring Quality - questioning
what quality assurance means and how it might be practised;
Identifying Quality - examining what knowledge exists at present
and how it might be further researched; Developing Quality -
investigating the development of staff through teacher training and
appraisal; Case Studies of Quality Assurance - reviewing six case
studies of quality assurance in a range of contrasting subjects
including the professional subjects of Medicine, Nursing and
Teacher Training which are also addressed systemically in the first
section. Full of practical advice, Handbook of Quality Assurance
for University Teaching is an invaluable and unique resource for
Faculty, Subject Leaders, University Administrators and Quality
Assessors.
This book describes an evaluation of the clinical facilitators who
supervise trainee nurses on clinical placement. This is work at the
interface between higher education and employment. The literature
on university-community collaboration is reviewed to establish the
context. The evaluation looked at outcomes, process and stakeholder
perspectives. Outcome measures proved difficult to identify. The
process was explored through in-depth interviews with the twelve
clinical facilitators. This established a two dimensional model of
clinical facilitation. The views of stakeholders were sought using
interviews and focus groups and a questionnaire for each group.
This established the perceived utility of supervisory teaching
methods; the relative value of the persons encountered by students
and the extent to which the clinical facilitators had met their
objectives. Clinical facilitators were ranked second most useful on
placement behind the designated assessor mentor but ahead of the
university link tutor. The most favored method was demonstration of
a skill by an expert. The evaluation concluded with twelve
recommendations for future practice.
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