Renewing the practice-knowledge interface
DOI:
https://doi.org/10.1921/jpts.v5i2.309Keywords:
practice educator, mental health, work-based learning, clinical teachingAbstract
Practice is key to professional education. Student reflection and skill rehearsal are by-words of a new Practice Educator role. These are propositions emerging from an initiative to strengthen NHS and Social Care Partnerships with higher education by developing a more integrated model of teaching and learning. This paper describes a method of ‘deliberate interpersonal teaching’ to amalgamate the relationship between knowledge and practice. It forms the basis of one department’s transition to a clinical and workplace focus for teaching that underpins modernisation within one Faculty of Health and its stakeholder partners.
References
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Published
2012-12-26
How to Cite
Lemmer, B., Arnold, M., Pringle, P., & Barber, C. (2012). Renewing the practice-knowledge interface. The Journal of Practice Teaching and Learning, 5(2), 7-21. https://doi.org/10.1921/jpts.v5i2.309
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