作者: 雇傭兵 時間: 2025-3-21 22:58 作者: arthrodesis 時間: 2025-3-22 01:30
Salvatore Tedesco,Federico Vercellonees. This chapter focuses on and overviews key considerations for securing these outcomes, and the need to provide experiences in higher education that can assist the development of the conceptual, procedural, and dispositional attributes required to effectively enact occupational practice. In doing 作者: 吞吞吐吐 時間: 2025-3-22 05:53 作者: DEAF 時間: 2025-3-22 10:17 作者: Palpate 時間: 2025-3-22 16:35 作者: Palpate 時間: 2025-3-22 17:58
The Chemical Synthesis of Glucagonting for novices, yet comprise routine aspects of human service work. It is essential, therefore, for these students to engage with these experiences with some confidence about how to engage in both personally and professionally productive ways. Students’ learning needs are most likely to be effecti作者: 中止 時間: 2025-3-22 21:59
Ontogeny and Phylogeny of the Glucagon Cell current usage it often does not take into consideration the complexity of the workplace. Hence, the reflective learning group was conceived to be an approach for clearing a pathway through the often impenetrable complexity of engaging in a healthcare workplace and contextualising and understanding 作者: 要求比…更好 時間: 2025-3-23 01:34 作者: demote 時間: 2025-3-23 07:38 作者: 能得到 時間: 2025-3-23 10:23
K. Okita,S. Matsuda,T. Takemotorvices shaped student-learning opportunities. The more complex the health service in terms of size, clinical team composition and patient or client care responsibilities, the fewer opportunities staff had to come together as a team to discuss and plan student learning. In addition, the more complex 作者: ciliary-body 時間: 2025-3-23 17:23
M.-J. Treffot,F. Quilichini,M.-F. Vinsonnal context. The approach and the relationships among these contingent factors are what constitute the student-learning experience. This experience has three dimensions. First are the perceived priorities of the student that act as a shaping lens through which they identify and locate learning oppor作者: flaunt 時間: 2025-3-23 18:05 作者: CHYME 時間: 2025-3-23 23:13
Integrating Experiences in Workplace and University Settings: A Conceptual Perspectivemic and practice settings are discussed in terms of how they separately and, when integrated, together can best secure the kinds and forms of knowledge required to be learnt. That is, the chapter identifies how best the fit between the experiences provided and their integration can realise both the 作者: 熔巖 時間: 2025-3-24 05:06 作者: MUTE 時間: 2025-3-24 06:41 作者: 蝕刻 時間: 2025-3-24 14:20
A Considered Curriculum for Preparing Human Services Practitioners: Structuring Circles of Learning ting for novices, yet comprise routine aspects of human service work. It is essential, therefore, for these students to engage with these experiences with some confidence about how to engage in both personally and professionally productive ways. Students’ learning needs are most likely to be effecti作者: 微不足道 時間: 2025-3-24 17:55
Reflective Learning Groups for Student Nurses current usage it often does not take into consideration the complexity of the workplace. Hence, the reflective learning group was conceived to be an approach for clearing a pathway through the often impenetrable complexity of engaging in a healthcare workplace and contextualising and understanding 作者: SPURN 時間: 2025-3-24 20:34
Maximising the Integration of Medical and Nursing Students in Clinical Learning Environments: An Aussional groups is focused on the development of profession-specific knowledge (i.e., medicine or nursing). This specificity is reflected in the structure and supervision during the clinical placements where students are located in their respective professional silos. Therefore, strategies and activit作者: 調(diào)整校對 時間: 2025-3-25 03:08 作者: Pandemic 時間: 2025-3-25 07:13
Health-Service Organisation, Clinical Team Composition and Student Learningrvices shaped student-learning opportunities. The more complex the health service in terms of size, clinical team composition and patient or client care responsibilities, the fewer opportunities staff had to come together as a team to discuss and plan student learning. In addition, the more complex 作者: 詩集 時間: 2025-3-25 08:10
Promoting Professional Learning: Individual and Institutional Practices and Imperativesnal context. The approach and the relationships among these contingent factors are what constitute the student-learning experience. This experience has three dimensions. First are the perceived priorities of the student that act as a shaping lens through which they identify and locate learning oppor作者: Atheroma 時間: 2025-3-25 14:59
Stephen Billett,Amanda HendersonAddresses a current point of world-wide interest in higher education – integrating experiences in practice setting.Offers a range of accounts from diverse disciplinary fields of practice.Reports the p作者: 現(xiàn)任者 時間: 2025-3-25 19:28
Professional and Practice-based Learninghttp://image.papertrans.cn/d/image/269759.jpg作者: 課程 時間: 2025-3-25 22:18 作者: endoscopy 時間: 2025-3-26 04:06
978-94-007-3524-8Springer Science+Business Media B.V. 2011作者: Concomitant 時間: 2025-3-26 05:25
Developing Learning Professionals978-90-481-3937-8Series ISSN 2210-5549 Series E-ISSN 2210-5557 作者: GLADE 時間: 2025-3-26 12:21
Salvatore Tedesco,Federico Vercelloneree interrelated outcomes. These outcomes are (i) the development of specific capacities within students comprising the canonical knowledge of the occupation, (ii) an understanding of different manifestations of those capacities required to meet the situational requirements of diverse circumstances 作者: 商業(yè)上 時間: 2025-3-26 14:54
Salvatore Tedesco,Federico Vercelloneclear bases from which to proceed in planning, enacting and evaluating these educational provisions. It is necessary, therefore, to understand the kinds of educational purposes to be achieved, and means by which those purposes can likely be realised. Accordingly, this chapter first identifies the fo作者: lethargy 時間: 2025-3-26 18:52
https://doi.org/10.1007/978-3-030-51324-5ion of undergraduate student nurses to become functioning registered nurses through their experiences in practice settings. The concept of preceptorship is explored as a premise to examining workplace learning for nursing. The worth and qualities of preceptorship are discussed in the context of a 3-作者: Flagging 時間: 2025-3-26 22:23 作者: CLAM 時間: 2025-3-27 03:03
Glucagon- and Glicentin-Producing Cells follow-through experience. The follow-through experience is a core component of the midwifery curriculum and students are required to undertake 30 of these experiences over the 3-year Bachelor of Midwifery programme. Midwifery students engage with pregnant women and negotiate to observe and partici作者: Neutral-Spine 時間: 2025-3-27 07:46 作者: Radiculopathy 時間: 2025-3-27 10:57
Ontogeny and Phylogeny of the Glucagon Cellween the experiences provided in the university setting and the practice setting. In particular, the pedagogical approaches currently employed in university settings are held to inadequately prepare graduates for the transition to their professional role. As part of a larger project exploring prepar作者: 拒絕 時間: 2025-3-27 16:53 作者: Peak-Bone-Mass 時間: 2025-3-27 20:54 作者: 假裝是我 時間: 2025-3-28 01:32
K. Okita,S. Matsuda,T. Takemotoportunities to engage in learning connected to the world of work. The umbrella term currently being used widely is Work-Integrated Learning (WIL). The common aim of approaches captured under the term WIL is to integrate discipline-specific knowledge learnt in university setting with that learnt in t作者: laceration 時間: 2025-3-28 05:41 作者: CLASP 時間: 2025-3-28 08:23 作者: coalition 時間: 2025-3-28 11:17 作者: REIGN 時間: 2025-3-28 16:51 作者: 高腳酒杯 時間: 2025-3-28 21:36
Preparing Nurses and Engaging Preceptorsion of undergraduate student nurses to become functioning registered nurses through their experiences in practice settings. The concept of preceptorship is explored as a premise to examining workplace learning for nursing. The worth and qualities of preceptorship are discussed in the context of a 3-作者: 移植 時間: 2025-3-29 00:50 作者: HIKE 時間: 2025-3-29 04:21 作者: Diastole 時間: 2025-3-29 08:34
A Considered Curriculum for Preparing Human Services Practitioners: Structuring Circles of Learning ake sense of theoretical knowledge, and, through such experiences, develop skills and abilities that pertain to the area of professional practice. However, just as these environments afford real practice experiences they are unpredictable situations because of their authentic nature, which presents 作者: MAIZE 時間: 2025-3-29 12:29 作者: Carcinogen 時間: 2025-3-29 19:03 作者: 能夠支付 時間: 2025-3-29 23:17
