By Carolyn Jackson

This ebook introduces and explores the concept that and realities of studying at and for paintings in a 'how to' type and is designed to aid scholars utilize their paintings established studying adventure.

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McGill, I. and Brockbank, A. (2004) The Action Learning Handbook. London: Routledge Falmer. , Collins, A. and Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18(1): 32–42. Cusins, P. (1995) Action learning revisited. Industrial and Commercial Training, 27(4): 3–10. Gerber, R. (1998) How do workers learn in their work? The Learning Organization, 5(4): 168–75. Harrison, R. (2000) Employee development. 2nd edition. London: Chartered Institute of Personnel Development.

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 20 1 2 3 4 5 6 7 8 9 30 1 2 3 4 5 6 7 8 9 40 1 2 3 4 5 36x 24/01/2011 11:57 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 20 1 2 3 4 5 6 7 8 9 30 1 2 3 4 5 6 7 8 9 40 1 2 3 4 5 36x Carolyn Jackson 3 It focuses on personal, individual, team and service effectiveness. It promotes a culture of lifelong learning and ensures that it critiques and evaluates the quality of its service and the support it offers its workforce on a regular basis; 4 It is committed to the development of future leaders within the workplace by encouraging its staff to own and learn from improvements and innovations in practice.

The opportunity to debrief with colleagues will help you unpack what knowledge has informed the decisions taken by the team in care delivery. 7 Take opportunities to gain feedback from your patients/clients/service users and colleagues. This may be difficult to achieve but is worth pursuing. You can find different types or sources of evidence to help you achieve this. Some examples include: (i) talking to your patients and their families to gain their views of the quality of care they have received; (ii) using patient survey tools to understand how patient groups perceive the quality of a range of different care services; (iii) talking to patient liaison services or patient action groups; (iv) getting feedback from your colleagues either verbally in coffee discussions or by using peer review survey tools available as part of your appraisal process; and (v) gaining informal feedback and support from your peer group on your course.

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