Facilitation of learning Part 2.

Warburton, Tyler, Houghton, T. ORCID: 0000-0003-4978-921X and Barry, Debbie (2016) Facilitation of learning Part 2. Nursing Standard, 30 (35). pp. 41-48. ISSN 0029-6570

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Official URL: http://dx.doi.org/10.7748/ns.30.35.41.s47

Abstract

This article is the fourth in an eleven part series. The previous article in this series of 11, Facilitation of learning: part 1, reviewed learning theories and how they relate to clinical practice. Developing an understanding of these theories is essential for mentors and practice teachers to enable them to deliver evidence-based learning support. This is important given that effective learning support is dependent on an educator who possesses knowledge of their specialist area as well as the relevent tools and methods to support learning. The second domain of the Nursing and Midwifery Council’s Standards to Support Learning and Assessment in Practice relates to the facilitation of learning. To fulfil this domain, mentors and practice teachers are required to demonstrate their ability to recognise the needs of learners and provide appropriate support to meet those needs. This article expands on some of the discussions from part 1 of this article and considers these from a practical perspective, in addition to introducing some of the tools that can be used to support learning.

Item Type: Article
Additional Information: This is an electronic version of the Accepted Manuscript of the article published by RCN in Nursing Standard (2016) the definitive version is available online herehttp://dx.doi.org/10.7748/ns.30.35.41.s47 Part of the series - Developing mentors to support students in practice.
Uncontrolled Keywords: facilitation of learning, learning domains, learning styles, mentor, mentorship, portfolio, practice teacher, student-centered learning
Divisions: Faculty of Health and Wellbeing
Depositing User: Tracey Gill
Date Deposited: 15 Apr 2016 12:49
Last Modified: 11 Apr 2019 12:52
Identification Number: 10.7748/ns.30.35.41.s47
URI: http://ubir.bolton.ac.uk/id/eprint/841

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