Educators of Healthcare Professionals : Agreeing a Shared Purpose
Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the...
Ausführliche Beschreibung
Autor*in: |
Browne, Julie [verfasserIn] |
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Format: |
E-Book |
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Sprache: |
Englisch |
Erschienen: |
Cardiff: Cardiff University Press ; 2021 |
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Rechteinformationen: |
Open Access Creative Commons ; by-nc-nd/4.0 |
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Schlagwörter: |
Educational: Personal, social & health education (PSHE) |
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Umfang: |
1 Online-Ressource (180 p.) |
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Links: | |
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ISBN: |
978-1-911653-28-8 978-1-911653-25-7 978-1-911653-26-4 978-1-911653-24-0 |
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1836492545 |
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9781911653288 978-1-911653-28-8 9781911653257 978-1-911653-25-7 9781911653264 978-1-911653-26-4 9781911653240 978-1-911653-24-0 (DE-627)1836492545 (DE-599)KEP077620550 (OCoLC)1286298450 (OAPEN)50701 (EBP)077620550 DE-627 eng DE-627 rda eng YQNP bicssc JN bicssc M bicssc YPJJ6 bicssc Browne, Julie verfasserin aut Educators of Healthcare Professionals Agreeing a Shared Purpose Cardiff Cardiff University Press 2021 1 Online-Ressource (180 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the professional development of healthcare educators is needed in response to this and also to the rise of interprofessional and multiprofessional teamworking. Not all healthcare professions have guidelines for training their educators, and those that do have slightly different standards, which can lead to misunderstanding and miscommunication. It is in the interest of all healthcare professions that their professional bodies work more closely together to consider how healthcare educators can be supported as a distinct body with unique expertise and skills. This monograph reports on an 18-month long research project - the Healthcare Educators’ Values and Activities Study (HEVAS) – which aimed to establish the views of health professions educators, regulators, learned societies and professional bodies on the shared values and key activities undertaken by all healthcare professions educators. The project was funded by Health Education England and the Wales Deanery at Health Education and Improvement Wales. Nine central values and 24 activities were identified after a five-stage research process involving hundreds of participants drawn from over 20 healthcare professions. A variety of methods was used to establish a broad and clear consensus, demonstrating conclusively that healthcare professions educators share a strong set of values around the importance of professional healthcare education to safeguarding excellence in clinical practice and patient care, both now and for the future. While each profession develops its students, trainees and practitioners in its own way, the fundamental work of the healthcare educator is broadly similar, regardless of clinical specialty or profession. This new insight provides solid academic underpinning for multi-professional and interprofessional practice in healthcare education, and offers a new shared perspective on the future for healthcare education and healthcare educators Creative Commons by-nc-nd/4.0 cc English Educational: Personal, social & health education (PSHE) Medicine Education Educational: Personal and health education Medicine and Nursing Bullock, Alison oth Parker, Samuel oth Poletti, Chiara oth Jenkins, John oth Gallen, Derek oth https://library.oapen.org/bitstream/id/07f360be-83fe-4f32-8782-7161a2ee4c1f/9781911653288.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/50701 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280148635 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280700826 OLR-OAPEN f z 01-03-23 30 01 0104 4281061738 GBV-OAPEN z 01-03-23 31 01 0027 4280343403 z 01-03-23 34 01 3551 4278898916 OLR-OAPEN zi002 01-03-23 39 01 0547 4281252940 GBV-OAPEN ke 01-03-23 40 01 0007 4279967407 OLR-OAPEN xsn 01-03-23 63 01 3401 4281635998 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281885307 OLR-OAPEN z 01-03-23 70 01 0089 4280521808 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278721579 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343249263 OLR-OAL Vervielfältigungen (z.B. 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spelling |
9781911653288 978-1-911653-28-8 9781911653257 978-1-911653-25-7 9781911653264 978-1-911653-26-4 9781911653240 978-1-911653-24-0 (DE-627)1836492545 (DE-599)KEP077620550 (OCoLC)1286298450 (OAPEN)50701 (EBP)077620550 DE-627 eng DE-627 rda eng YQNP bicssc JN bicssc M bicssc YPJJ6 bicssc Browne, Julie verfasserin aut Educators of Healthcare Professionals Agreeing a Shared Purpose Cardiff Cardiff University Press 2021 1 Online-Ressource (180 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the professional development of healthcare educators is needed in response to this and also to the rise of interprofessional and multiprofessional teamworking. Not all healthcare professions have guidelines for training their educators, and those that do have slightly different standards, which can lead to misunderstanding and miscommunication. It is in the interest of all healthcare professions that their professional bodies work more closely together to consider how healthcare educators can be supported as a distinct body with unique expertise and skills. This monograph reports on an 18-month long research project - the Healthcare Educators’ Values and Activities Study (HEVAS) – which aimed to establish the views of health professions educators, regulators, learned societies and professional bodies on the shared values and key activities undertaken by all healthcare professions educators. The project was funded by Health Education England and the Wales Deanery at Health Education and Improvement Wales. Nine central values and 24 activities were identified after a five-stage research process involving hundreds of participants drawn from over 20 healthcare professions. A variety of methods was used to establish a broad and clear consensus, demonstrating conclusively that healthcare professions educators share a strong set of values around the importance of professional healthcare education to safeguarding excellence in clinical practice and patient care, both now and for the future. While each profession develops its students, trainees and practitioners in its own way, the fundamental work of the healthcare educator is broadly similar, regardless of clinical specialty or profession. This new insight provides solid academic underpinning for multi-professional and interprofessional practice in healthcare education, and offers a new shared perspective on the future for healthcare education and healthcare educators Creative Commons by-nc-nd/4.0 cc English Educational: Personal, social & health education (PSHE) Medicine Education Educational: Personal and health education Medicine and Nursing Bullock, Alison oth Parker, Samuel oth Poletti, Chiara oth Jenkins, John oth Gallen, Derek oth https://library.oapen.org/bitstream/id/07f360be-83fe-4f32-8782-7161a2ee4c1f/9781911653288.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/50701 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280148635 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280700826 OLR-OAPEN f z 01-03-23 30 01 0104 4281061738 GBV-OAPEN z 01-03-23 31 01 0027 4280343403 z 01-03-23 34 01 3551 4278898916 OLR-OAPEN zi002 01-03-23 39 01 0547 4281252940 GBV-OAPEN ke 01-03-23 40 01 0007 4279967407 OLR-OAPEN xsn 01-03-23 63 01 3401 4281635998 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281885307 OLR-OAPEN z 01-03-23 70 01 0089 4280521808 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278721579 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343249263 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 4281438025 OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279612889 OLR-OAPEN z 01-03-23 147 01 3528 4282083891 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 427815559X OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 4278540078 JSTOR Open Access eBook z 28-02-23 213 01 0551 4279254087 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279431264 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279790175 OLR-OAL z 01-03-23 293 01 3293 4278334354 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4279076650 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 4277977367 OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280879877 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4307832159 00 --%%-- --%%-- n --%%-- l01 12-04-23 22 01 0018 Volltextzugang https://library.oapen.org/handle/20.500.12657/50701 23 01 0830 https://library.oapen.org/handle/20.500.12657/50701 30 01 0104 Open Access https://library.oapen.org/handle/20.500.12657/50701 31 01 0027 eBook GBV-OAPEN https://library.oapen.org/handle/20.500.12657/50701 34 01 3551 OpenAccess https://library.oapen.org/handle/20.500.12657/50701 40 01 0007 Volltext, Open Access https://library.oapen.org/handle/20.500.12657/50701 63 01 3401 E-Book https://library.oapen.org/handle/20.500.12657/50701 65 01 0003 Open Access https://library.oapen.org/handle/20.500.12657/50701 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 https://library.oapen.org/handle/20.500.12657/50701 LF 72 01 0035 https://library.oapen.org/handle/20.500.12657/50701 95 01 3095 https://library.oapen.org/handle/20.500.12657/50701 110 01 3110 Open Access https://library.oapen.org/handle/20.500.12657/50701 136 01 3526 Open Access https://library.oapen.org/handle/20.500.12657/50701 147 01 3528 https://library.oapen.org/handle/20.500.12657/50701 161 01 0960 https://library.oapen.org/handle/20.500.12657/50701 LF 187 01 3520 https://library.oapen.org/handle/20.500.12657/50701 213 01 0551 https://library.oapen.org/handle/20.500.12657/50701 230 01 0552 https://library.oapen.org/handle/20.500.12657/50701 283 01 3283 https://library.oapen.org/handle/20.500.12657/50701 293 01 3293 https://library.oapen.org/handle/20.500.12657/50701 LF 370 01 4370 https://library.oapen.org/handle/20.500.12657/50701 603 01 4603 https://library.oapen.org/handle/20.500.12657/50701 808 01 4808 Volltextzugang https://library.oapen.org/handle/20.500.12657/50701 2403 01 DE-LFER https://library.oapen.org/bitstream/id/07f360be-83fe-4f32-8782-7161a2ee4c1f/9781911653288.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN |
allfields_unstemmed |
9781911653288 978-1-911653-28-8 9781911653257 978-1-911653-25-7 9781911653264 978-1-911653-26-4 9781911653240 978-1-911653-24-0 (DE-627)1836492545 (DE-599)KEP077620550 (OCoLC)1286298450 (OAPEN)50701 (EBP)077620550 DE-627 eng DE-627 rda eng YQNP bicssc JN bicssc M bicssc YPJJ6 bicssc Browne, Julie verfasserin aut Educators of Healthcare Professionals Agreeing a Shared Purpose Cardiff Cardiff University Press 2021 1 Online-Ressource (180 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the professional development of healthcare educators is needed in response to this and also to the rise of interprofessional and multiprofessional teamworking. Not all healthcare professions have guidelines for training their educators, and those that do have slightly different standards, which can lead to misunderstanding and miscommunication. It is in the interest of all healthcare professions that their professional bodies work more closely together to consider how healthcare educators can be supported as a distinct body with unique expertise and skills. This monograph reports on an 18-month long research project - the Healthcare Educators’ Values and Activities Study (HEVAS) – which aimed to establish the views of health professions educators, regulators, learned societies and professional bodies on the shared values and key activities undertaken by all healthcare professions educators. The project was funded by Health Education England and the Wales Deanery at Health Education and Improvement Wales. Nine central values and 24 activities were identified after a five-stage research process involving hundreds of participants drawn from over 20 healthcare professions. A variety of methods was used to establish a broad and clear consensus, demonstrating conclusively that healthcare professions educators share a strong set of values around the importance of professional healthcare education to safeguarding excellence in clinical practice and patient care, both now and for the future. While each profession develops its students, trainees and practitioners in its own way, the fundamental work of the healthcare educator is broadly similar, regardless of clinical specialty or profession. This new insight provides solid academic underpinning for multi-professional and interprofessional practice in healthcare education, and offers a new shared perspective on the future for healthcare education and healthcare educators Creative Commons by-nc-nd/4.0 cc English Educational: Personal, social & health education (PSHE) Medicine Education Educational: Personal and health education Medicine and Nursing Bullock, Alison oth Parker, Samuel oth Poletti, Chiara oth Jenkins, John oth Gallen, Derek oth https://library.oapen.org/bitstream/id/07f360be-83fe-4f32-8782-7161a2ee4c1f/9781911653288.pdf X:OAPEN Verlag kostenfrei https://library.oapen.org/handle/20.500.12657/50701 X:OAPEN Verlag kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280148635 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280700826 OLR-OAPEN f z 01-03-23 30 01 0104 4281061738 GBV-OAPEN z 01-03-23 31 01 0027 4280343403 z 01-03-23 34 01 3551 4278898916 OLR-OAPEN zi002 01-03-23 39 01 0547 4281252940 GBV-OAPEN ke 01-03-23 40 01 0007 4279967407 OLR-OAPEN xsn 01-03-23 63 01 3401 4281635998 E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281885307 OLR-OAPEN z 01-03-23 70 01 0089 4280521808 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278721579 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343249263 OLR-OAL Vervielfältigungen (z.B. 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The project was funded by Health Education England and the Wales Deanery at Health Education and Improvement Wales. Nine central values and 24 activities were identified after a five-stage research process involving hundreds of participants drawn from over 20 healthcare professions. A variety of methods was used to establish a broad and clear consensus, demonstrating conclusively that healthcare professions educators share a strong set of values around the importance of professional healthcare education to safeguarding excellence in clinical practice and patient care, both now and for the future. While each profession develops its students, trainees and practitioners in its own way, the fundamental work of the healthcare educator is broadly similar, regardless of clinical specialty or profession. 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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000cam a22002652 4500</leader><controlfield tag="001">1836492545</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20241008063403.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220426s2021 xx |||||o 00| ||eng c</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781911653288</subfield><subfield code="9">978-1-911653-28-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781911653257</subfield><subfield code="9">978-1-911653-25-7</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781911653264</subfield><subfield code="9">978-1-911653-26-4</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781911653240</subfield><subfield code="9">978-1-911653-24-0</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)1836492545</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP077620550</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1286298450</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OAPEN)50701</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBP)077620550</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">eng</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">YQNP</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">JN</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">M</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">YPJJ6</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Browne, Julie</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Educators of Healthcare Professionals</subfield><subfield code="b">Agreeing a Shared Purpose</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cardiff</subfield><subfield code="b">Cardiff University Press</subfield><subfield code="c">2021</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (180 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">Open Access</subfield><subfield code="f">Unrestricted online access</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the professional development of healthcare educators is needed in response to this and also to the rise of interprofessional and multiprofessional teamworking. Not all healthcare professions have guidelines for training their educators, and those that do have slightly different standards, which can lead to misunderstanding and miscommunication. It is in the interest of all healthcare professions that their professional bodies work more closely together to consider how healthcare educators can be supported as a distinct body with unique expertise and skills. 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Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the professional development of healthcare educators is needed in response to this and also to the rise of interprofessional and multiprofessional teamworking. Not all healthcare professions have guidelines for training their educators, and those that do have slightly different standards, which can lead to misunderstanding and miscommunication. It is in the interest of all healthcare professions that their professional bodies work more closely together to consider how healthcare educators can be supported as a distinct body with unique expertise and skills. This monograph reports on an 18-month long research project - the Healthcare Educators’ Values and Activities Study (HEVAS) – which aimed to establish the views of health professions educators, regulators, learned societies and professional bodies on the shared values and key activities undertaken by all healthcare professions educators. The project was funded by Health Education England and the Wales Deanery at Health Education and Improvement Wales. Nine central values and 24 activities were identified after a five-stage research process involving hundreds of participants drawn from over 20 healthcare professions. A variety of methods was used to establish a broad and clear consensus, demonstrating conclusively that healthcare professions educators share a strong set of values around the importance of professional healthcare education to safeguarding excellence in clinical practice and patient care, both now and for the future. While each profession develops its students, trainees and practitioners in its own way, the fundamental work of the healthcare educator is broadly similar, regardless of clinical specialty or profession. This new insight provides solid academic underpinning for multi-professional and interprofessional practice in healthcare education, and offers a new shared perspective on the future for healthcare education and healthcare educators |
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Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the professional development of healthcare educators is needed in response to this and also to the rise of interprofessional and multiprofessional teamworking. Not all healthcare professions have guidelines for training their educators, and those that do have slightly different standards, which can lead to misunderstanding and miscommunication. It is in the interest of all healthcare professions that their professional bodies work more closely together to consider how healthcare educators can be supported as a distinct body with unique expertise and skills. This monograph reports on an 18-month long research project - the Healthcare Educators’ Values and Activities Study (HEVAS) – which aimed to establish the views of health professions educators, regulators, learned societies and professional bodies on the shared values and key activities undertaken by all healthcare professions educators. The project was funded by Health Education England and the Wales Deanery at Health Education and Improvement Wales. Nine central values and 24 activities were identified after a five-stage research process involving hundreds of participants drawn from over 20 healthcare professions. A variety of methods was used to establish a broad and clear consensus, demonstrating conclusively that healthcare professions educators share a strong set of values around the importance of professional healthcare education to safeguarding excellence in clinical practice and patient care, both now and for the future. While each profession develops its students, trainees and practitioners in its own way, the fundamental work of the healthcare educator is broadly similar, regardless of clinical specialty or profession. This new insight provides solid academic underpinning for multi-professional and interprofessional practice in healthcare education, and offers a new shared perspective on the future for healthcare education and healthcare educators |
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Healthcare education is a discipline in its own right, and while each profession has its own distinctive body of clinical knowledge, in educational terms there is much that all professions share. Yet recognition for the healthcare educator role is often lacking. A more collaborative approach to the professional development of healthcare educators is needed in response to this and also to the rise of interprofessional and multiprofessional teamworking. Not all healthcare professions have guidelines for training their educators, and those that do have slightly different standards, which can lead to misunderstanding and miscommunication. It is in the interest of all healthcare professions that their professional bodies work more closely together to consider how healthcare educators can be supported as a distinct body with unique expertise and skills. This monograph reports on an 18-month long research project - the Healthcare Educators’ Values and Activities Study (HEVAS) – which aimed to establish the views of health professions educators, regulators, learned societies and professional bodies on the shared values and key activities undertaken by all healthcare professions educators. The project was funded by Health Education England and the Wales Deanery at Health Education and Improvement Wales. Nine central values and 24 activities were identified after a five-stage research process involving hundreds of participants drawn from over 20 healthcare professions. A variety of methods was used to establish a broad and clear consensus, demonstrating conclusively that healthcare professions educators share a strong set of values around the importance of professional healthcare education to safeguarding excellence in clinical practice and patient care, both now and for the future. While each profession develops its students, trainees and practitioners in its own way, the fundamental work of the healthcare educator is broadly similar, regardless of clinical specialty or profession. This new insight provides solid academic underpinning for multi-professional and interprofessional practice in healthcare education, and offers a new shared perspective on the future for healthcare education and healthcare educators |
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