How do health and social care professionals learn their practice? What can the professions learn from each other? This book offers a comprehensively written account of the recent organizational and conceptual changes in UK practice education. Using case examples, the authors focus on the experiences of students' learning in practice settings: how this is organized, what methods are used to help students learn their trade and how their abilities are assessed. The book offers separate chapters on nine professions, all by authors well-established in writing about practice-based learning in their field. They present an exploration in areas of similarity and difference in expertise and outlook between professions, whilst introducing the general concepts that translate between professions. This book will be of great interest to academics and professional in the fields of health studies and social work.
Mark Doel is Research Professor of Social Work at Sheffield Hallam University, England. He is co-editor of Groupwork Journal and the author of many books on practice teaching and learning, groupwork and task-centred practice, including (with Steven M. Shardlow) Modern Social Work Practice (Ashgate 2005). He has directed a university undergraduate social work programme, and has fourteen years' experience as a practice teacher (student supervisor), working in a variety of social work settings, including the United States. Steven M. Shardlow is Professor of Social Work at the University of Salford, England and is Professor II at BodÃ¸ University College, Norway. He is Director of Salford Centre for Social Work Research and edits the Journal of Social Work. He is the co-author (with Mark Doel) of Modern Social Work Practice (Ashgate 2005). Previously, he has directed a university postgraduate social work programme; managed a multi-disciplinary team of health and social care practitioners, and practised as a field and residential social worker.
'Once again Mark Doel and Steven Shardlow are leading the way - this time in advancing interprofessional education for students in health and social care professions. Through their collaboration and careful assembly of contributors, they offer a timely, important and much-needed text to inform and guide work-based learning that transcends professional boundaries.' Gayla Rogers, University of Calgary, Canada 'Educating Professionals is a book of its time. In producing a text that is truly interprofessional in content and structure the editors have provided a volume that will be a vital resource to educators and practitioners. It is both a source of information and a multi-perspective analysis of the complexities and challenges of preparing professionals for working together. From the editorial through the individual chapters there are illustrations of the goals shared by the individual authors. The accounts graphically illustrate why interprofessional working is a vital project for communities served by these professionals. This book makes an important contribution to that project.' Joan Orme, University of Glasgow, UK 'This book is ideal for lecturers and practice educators, but especially useful to those who have a remit for placement learning across a range of professions.' 4/5 Nursing Standard 'The hope expressed by the editors at the outset to the book was that readers would enjoy and learn from reading it. This wish is realised and for those interested in practice education, ways of constructing learning experiences and theories of learning, this book is a welcome addition.' British Journal of Social Work