Case Study
An Overview of the Nature of the Preparation of Practice Educators in Five Health Care Disciplines.
One - Executive Summary
This section contains an overview of a report into the work undertaken in the first phase of the Making Practice Based Learning Work project, which has been to examine how practitioners are prepared for their educational role.
The section begins with an introduction to the project, particularly project aims. It them summarises the remaining sections of the report, including literature review, methods used to collect information, the five discipline specific case studies, analysis of case study findings and project team's recommendations for future work.
Two - Context of Practice Education
This section provides background to the Making Practice Based Learning Work project, including the context for the exercise to examine how practitioners are prepared for their educational role. An analysis of relevant contemporary literature follows before finishing with a description of the methods used to collect data used to inform the five case studies contained in sections three to seven.
Three - Dietetics
The project team recruited a dietitian to produce this case study. The case study considers the nature of contemporary dietetics, the context of the current functions, the preparation of the practice educator and areas of good practice and innovation.
All institutions in England, Ireland, Scotland and Wales, involved in provision of practice education for dietetics, were invited to provide information on the nature of practice education, including educator preparation and support.
Four - Nursing
The project team recruited a team of nurses to produce this case study. The case study considers the nature of contemporary nursing, the context of the current functions, the preparation of the practice educator and areas of good practice and innovation.
All institutions in England, Ireland, Scotland and Wales, involved in provision of practice education for nursing, were invited to provide information on the nature of practice education, including educator preparation and support.
Five - Occupational Therapy
The project team recruited a team of occupational therapists to produce this case study. The case study considers the nature of contemporary occupational therapy, the context of the current functions, the preparation of the practice educator and areas of good practice and innovation.
All institutions in England, Ireland, Scotland and Wales, involved in provision of practice education for occupational therapy, were invited to provide information on the nature of practice education, including educatory preparation and support.
Six - Physiotherapy
The project team recruited a team of physiotherapists to produce this case study. The case study considers the nature of contemporary physiotherapy, the context of the current functions, the preparation of the practice educator and areas of good practice and innovation.
All institutions in England, Ireland, Scotland and Wales, involved in provision of practice education for physiotherapy, were invited to provide information on the nature of practice education, including educator preparation and support.
Seven - Radiography
The project team recruited a team of radiographers to produce this case study. The case study considers the nature of contemporary radiography, the context of the current functions, the preparation of the practice educator and areas of good practice and innovation.
All institutions in England, Ireland, Scotland and Wales, involved in provision of practice education for radiography, were invited to provide information on the nature of practice education, including educator preparation and support.
Eight - Conclusion and Recommendations
This section contains a summary of the five case studies that includes recommendations from each case study. Six key themes, considered to be central to the effectiveness of preparing practitioners for their role as practice educators, follow. These themes have been identified by the project team from their analysis of case study findings. Finally, recommendations for the next phase of the Marking Practice Based Learning Work project are presented.