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|Title:||Promoting and providing expert guidance in work-intensive clinical settings|
|Source:||Henderson, A.J., Alexander, H., Haywood, A., Stapleton, P., Cooke, M., Patterson, E., Dalton, M., Creedy, D.K. (2010-07). Promoting and providing expert guidance in work-intensive clinical settings. Vocations and Learning 3 (2) : 141-156. ScholarBank@NUS Repository. https://doi.org/10.1007/s12186-010-9036-3|
|Abstract:||This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians' work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical ccn guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities. © 2010 Springer Science+Business Media B.V.|
|Source Title:||Vocations and Learning|
|Appears in Collections:||Staff Publications|
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