Practice-Based Educator

Designed for all those involved in education within the practice-based setting, this book encourages the reader to become involved in their own personal development as a practice-based educator through reflection on their own practice. The reader is encouraged to generate and organise evidence of their own Continuing Professional Development (CPD) through practice-based learning and teaching activities.

The text is user-friendly and includes sections on the context of practice-based education, the role of the practice-based educator, facilitating learning in a practice-based setting, and assessing and evaluating practice-based learning.

• The authors are all educators of experience who have for many years been involved in practice-based education
• Fully updated to cover current trends such as the move to community-based practice and inter-professional practice
• Practical features include activities, reflective assignments and literature references

Designed for all those involved in education within the practice-based setting, this book encourages the reader to become involved in their own personal development as a practice-based educator through reflection on their own practice. The reader is encouraged to generate and organise evidence of their own Continuing Professional Development (CPD) through practice-based learning and teaching activities.

The text is user-friendly and includes sections on the context of practice-based education, the role of the practice-based educator, facilitating learning in a practice-based setting, and assessing and evaluating practice-based learning.

• The authors are all educators of experience who have for many years been involved in practice-based education
• Fully updated to cover current trends such as the move to community-based practice and inter-professional practice
• Practical features include activities, reflective assignments and literature references

Ann P Moore, University of Brighton, UK,

Lynne Caladine, Clinical Research Centre, UK,

Jane Morris, Clinical Research Centre, UK,

Ros Hilton, King's College, UK,

Vinette Cross, University of Birmingham, UK and

Helen Bristow