Evidence-based educational practice
- To implement and apply pedagogic research to learning and teaching.
- To develop students' research skills, enabling them to value and implement evidence-based professional practice.
The transition from campus-based student to practising health-professional is a journey that the PIER*Group continues to research. The huge number of experiences and factors that affect the learning process are examined through a number of studies by group members.
Strands of research include studies on the development of curriculum, factors affecting assessment, as well as the learning of research skills.
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Effective learning in the workplace
- To stimulate and nurture students/practitioners development of workplace cultures
As students become practitioners, the need for research remains undiminished. For example, the nature of the learning culture they meet has a strong influence on their development as practitioners. The time they spend reflecting on their own practice, and the way they do this, also needs to be understood.
More formally perhaps, the format of CPD, the attitudes towards it and the methods of learning used for it, need closer examination. The fostering of a workplace culture of learning is another aim of the group.
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Patient partnership
- To enhance understanding of the nature and effectiveness of patient education, by the practitioner, the patient's peers and by the patients themselves.
One of the major government policies for the NHS is Self Care. This is the way that individuals take responsibility for their own health and well being. The process of education necessary for this to occur is thus crucial to the achievement of this aim. This self care 'includes the care extended to (individuals') children, family, friends and others in neighbourhoods and local communities' (DoH, 2005. p1).
All the way along the continuum of care, from professional care, shared care to self care, education is of paramount importance. The nature and effectiveness of this patient education needs to be examined to further our understanding of the processes and relationships that occur throughout the treatment process.
Clearly, understanding the nature of this education involves research. At present, there appears to be a lack of research in this area, yet the fundamental importance of the education process in health care would seem to necessitate it. The intricate nature of the education process within the various networks involved in the care process would indicate that this is a rich source of future research projects.
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