Clinical

An incremental approach to educational development

This article examines the implications for education in practice of the document Preparation of Mentors and Teachers (ENB/DoH 2001), and the changes that it imposes on those who teach in the practice area. The range of academic and clinical skills practitioners require to teach and assess students at differing levels of professional practice is explored. The authors discuss the need to support teaching, learning and assessing in the practice area, from the pre-registration stage through to higher level practice. A flexible model of educational theory and practice that has the capacity to incorporate a clinical component is proposed.

Milly Smith
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