000			03960nam a2200409 i 4500
999			_c119483 _d119483 _x1
001			119483
003			ES-MaUEC
005			20230102113951.0
006			a||||fo|||| 00| 0
007			cr nn nnnaamaa
008			200318s2020 gw | fo |||| 0|eng d
020			_a9783030397678
024	7		_a10.1007/978-3-030-39767-8 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aRT71 _b2020 EB
245	0	0	_aDimensions on Nursing Teaching and Learning : _bSupporting Nursing Students in Learning Nursing _cedited by Sheila Cunningham
250			_aFirst edition 2020
264		1	_aCham _bSpringer International Publishing : _bImprint: Springer _c2020
300			_a1 recurso en línea (XV, 101 páginas) _b16 ilustraciones, 14 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aArchivo de texto _bPDF
490	0		_aMedicine (Springer-11650)
505	0		_aChapter 1. Pedagogy for nursing: challenging traditional theories -- Chapter 2. Learning in partnership -- Chapter 3. Clinical learning environments -- Chapter 4. Supervising, supporting learning and coaching -- Chapter 5. Inclusive learning -- Chapter 6. Innovative approaches to nurse teaching and learning.
520	3		_aThe book presents five significant areas of learning within professional programmes of preparation most applicable to student nurses and midwives in their pre-registration education but also with relevance to other learners on healthcare related disciplines. This volume has emerged from several sources: the editor's role as a Director for Learning and Teaching in Adult, Child Nursing and Midwifery and also from an EU funded project looking at quality benchmarks and assuring clinical learning environments (HEALINT). The Francis Report (Francis 2013) and the Shape of Caring Report (Willis 2015) highlighted challenges related to practice learning and mark a renewed focus in its overall significance (Morley et al 2017). In addition to discussions regarding models of support in practice, there is also a clear emphasis on the need for nurses to have the knowledge and skills to undertake more flexible roles and an increasing requirement for nurses to have higher order knowledge and skills at the point of registration, according to the UK Nursing and Midwifery Council (NMC 2017). The book will meet these new educational needs especillay for educators working in Nurse and midwife colleges. The new standards of proficiency for pre-registration nursing were published in 2018, with all higher education institutions (HEIs) approved to deliver the programme from September 2019. This creates a demand for a publication which explores the potential impact of a new education approach and issues with preparation (teaching and learning) for nurses and the breadth and dimensions of teaching and learning. NMC proposed roles of Practice Supervisor, Practice Assessor and Academic Assessor will not have a prescribed preparation programme and universities and practice partners will be seeking guidance and direction in developing local programmes of preparation.
988			_aSpringer_Medicine_2020
650		7	_2embne _9258995 _aEnfermería _xEnseñanza
700	1		_aCunningham, Sheila. _eeditor literario _4edt _4http://id.loc.gov/vocabulary/relators/edt _0http://id.loc.gov/authorities/names/no95039933 _1http://viaf.org/viaf/269162533
710	2		_aSpringerLink (Online service) _0http://id.loc.gov/authorities/names/no2005046756 _1http://viaf.org/viaf/148105729
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783030397661
776	0	8	_iPrinted edition: _z9783030397685
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-39767-8 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b05/2020 _dz _eb _zSI