Supporting Clinical Development Through Integrative Continuing Education for Field Instructors
Author:
Funder
Many Minds Collaborative
Publisher
Springer Science and Business Media LLC
Subject
Public Health, Environmental and Occupational Health,Health (social science)
Link
https://link.springer.com/content/pdf/10.1007/s10615-022-00857-9.pdf
Reference78 articles.
1. Archer, A., Berry, I., Bajwa, U., Kalda, R., & Di Ruggiero, E. (2020). Evidence synthesis-Preferred modalities for delivering continuing education to the public health workforce: a scoping review. Health Promotion and Chronic Disease Prevention in Canada: Research Policy and Practice, 40(4), 116–125.
2. Ayala, J., Drolet, J., Fulton, A., Hewson, J., Letkemann, L., Baynton, M., & Schweizer, E. (2018). Field education in crisis: experiences of field education coordinators in Canada. Social Work Education, 37(3), 281–293.
3. Barretti, M. A. (2009). Ranking desirable field instructor characteristics: viewing student preferences in context with field and class experience. The Clinical Supervisor, 28(1), 47–71.
4. Baxter, P., & Norman, G. (2011). Self-assessment or self deception? A lack of association between nursing students’ self‐assessment and performance. Journal of Advanced Nursing, 67(11), 2406–2413.
5. Bedregal, L. E., O’Connell, M., & Davidson, L. (2006). The Recovery Knowledge Inventory: Assessment of mental health staff knowledge and attitudes about recovery. Psychiatric Rehabilitation Journal, 30(2), 96–103.
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1. Advancing Continuing Education: Evaluating Virtual Training During COVID-19 Restrictions;The Journal of Continuing Higher Education;2024-01-09
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