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Lifelong learning is the "ongoing, voluntary, and self-motivated" [1] pursuit of learning for either personal or professional reasons. Lifelong learning is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development. [2]
Reflective practice is viewed as an important strategy for health professionals who embrace lifelong learning. Due to the ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise.
This metacognitive approach to learning or “learning to learn” [2] is based on self-regulation that fosters the development and use of adaptive expertise in practice. [3] This concept emphasizes the importance of lifelong learning, self-regulation, and adaptability, enabling health professionals to provide high-quality care in an ever ...
Exemplary situation – a workshop, the Tertiary Education Union (TEU) Annual Conference in Wellington, New Zealand in 2012. Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained educating activities in order to gain new knowledge, skills, attitudes, or values. [1]
It is an approach to visualising learning and personal development as a whole of life enterprise. Lifewide learning adds important detail to the broad pattern of human development we call lifelong learning – all the learning and development one gains as one progresses along the pathway of one's life.
Problem-based learning addresses the need to promote lifelong learning through the process of inquiry and constructivist learning. [2] PBL is considered a constructivist approach to instruction because it emphasizes collaborative and self-directed learning while being supported by tutor facilitation. [49]
Knowledge management programs link the generation of knowledge (e.g., from science, synthesis, or learning) with its use (e.g., policy analysis, reporting, program management) as well as facilitating organizational learning and adaptation in a knowledge organization.
For this reason, it is not recommended in the model that it be used as a checklist, but rather as Roper states "As a cognitive approach to the assessment and care of the patient, not on paper as a list of boxes, but in the nurse's approach to and organisation of their care" [3] and that nurses in clinical practice deepen their knowledge and ...