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The practitioner-teacher model involves the incorporation of practice, teaching, consultation and research responsibilities in the delivery of education. [1] The model is most closely associated with Rush University, a health sciences university developed within Rush-Presbyterian-St.-Luke's Medical Center in Chicago, Illinois. This unique ...
Writing reflectively is an important aspect of nursing education, as it enhances clinical reasoning, promotes personal growth in the profession, and helps overcome obstacles to learning. It has been found to improve student's ability to remain mindful in clinical situations; however the depth of reflection may be surface level.
Neville Hatton and David Smith, in a brief literature review, concluded that teacher education programs do use a wide range of strategies with the aim of encouraging students teachers to reflect (e.g. action research, case studies, video-recording or supervised practicum experiences), but that "there is little research evidence to show that ...
When dealing with the ethical portion of evidence-based practice, the Institutional Review Boards (IRB) review research projects to assess that ethical standards are being followed. The institutional review board is responsible for protecting subjects from risk and loss of personal rights and dignity.
Practice-based professional learning (PBPL) is understood in contrast to classroom- or theory-based learning. It is kindred to terms such as work-based learning , workplace or work-centred learning. Distinctive, though, are a concern for professional learning, and the preference for practice rather than work.
The literature on nursing peer review is more limited than that which has been developed for physician peer review, [14] and has focused more on annual performance appraisal than on case review. [15] No aggregate studies of clinical nursing peer review practices have been published. Nevertheless, more sophisticated studies have been reported. [16]
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Nursing theory is defined as "a creative and conscientious structuring of ideas that project a tentative, purposeful, and systematic view of phenomena". [1] Through systematic inquiry, whether in nursing research or practice, nurses are able to develop knowledge relevant to improving the care of patients.