Abstract
Practice-based education (PBE) prepares and develops learners for professional practice. It is usually associated with situated workplace learning undertaken in placements but also includes practice-based learning, facilitated through strategies including simulations, role plays and case-based learning, which can take place outside the workplace. Hence we argue that PBE is not synonymous with workplace learning. PBE strategies outside the workplace offer students opportunities to engage actively, holistically and collaboratively in a variety of immersive experiences mirroring the kinds of encounters they will experience in their professional practice.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Alinier, G., Hunt, W. B., & Gordon, R. (2004). Determining the value of simulation in nurse education: Study design and initial results. Nurse Education in Practice, 4(3), 200–207.
Archer, M. (2007). Making our way through the world: Human reflexivity and social mobility. Cambridge: Cambridge University Press.
Barnett, R. (2000). Realising the university in an age of supercomplexity. Buckingham: SRHE & Open University Press.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Buckingham: SRHE & Open University Press.
Bligh, J., & Bleakley, A. (2006). Distributing menus to hungry learners: Can learning by simulation become simulation of learning? Medical Teacher, 28(7), 606–613.
Boud, D., & Feletti, G. (1997). The challenge of problem-based learning (2nd ed.) London: Kogan Page.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer Press.
Dewey, J. (1933). How we think. Boston: D.C. Heath.
Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. Oxford: Blackwell.
Eraut, C. (1994). Developing professional knowledge and competence. London: Falmer.
Gladwell, M. (2008). Outliers. London: Allen Lane.
Greenhalgh, T. (2002). Intuition and evidence - uneasy bedfellows. British Journal of General Practice, 52(478), 395–400.
Herrington, J., Reeves, T. C., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web-based courses. Journal of Computing in Higher Education, 16(1), 3–29.
Hutchings, M., Quinney, A., & Scammell, J. (2010). The utility of disruptive technologies in interprofessional education: Negotiating the substance and spaces of blended learning. In A. Bromage (Ed.), Interprofessional eLearning and collaborative work: Practices and technologies (pp. 190–203). Hershey, PA: IGI.
Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning (2nd ed.). London: Kogan Page.
Kahneman, D. (2011). Thinking fast and slow. New York: Farrar, Strauss and Giroux.
Knight, P. T. (2001). Complexity and curriculum: A process approach to curriculum-making. Teaching in Higher Education, 6(3), 369–381.
Kolb, D.A. (1984). Experiential learning. London: Prentice Hall.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Light, D. (1979). Uncertainty and control in professional training. Journal of Health and Social Behavior, 20, 310–322.
Loftus, S. (2009). Language in clinical reasoning: Towards a new understanding. Saarbrücken: VDM Verlag.
Lyon, M. L. (2009). Epistemology, medical science and problem-based learning: Introducing an epistemological dimension into the medical school curriculum. In C. Brosnan & B. S. Turner (Eds.), Handbook of the Sociology of Medical Education (pp. 207–224). Abingdon: Routledge.
Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–110.
Nursing and Midwifery Council (NMC). (2010). Standards for pre-registration nursing education. London: NMC. Retrieved from http://standards.nmc-uk.org/Pages/Welcome.aspx
Pearson, E., & McLafferty, I. (2011). The use of simulation as a learning approach to non-technical skills awareness in final year student nurses. Nurse Education in Practice, 11(6), 399–405.
Polkinghorne, D. E. (2004). Practice and the human sciences: The case for a judgment-based practice of care. Albany, NY: State University of New York Press.
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: SRHE & Open University Press.
RLO-CETL & University of Nottingham. (2009). Intramuscular injection by the Z-track technique. Retrieved from http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/nctl176_ztrack/index.html
Ricketts, B. (2011). The role of simulation for learning within pre-registration nursing education: A literature review. Nurse Education Today, 31(7), 650–654.
Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Buckingham: SRHE & Open University Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Sullivan, W. M., & Rosin, M. S. (2008). A new agenda for higher education: Shaping a life of the mind for practice. San Francisco, Jossey-Bass.
Todres, L. (2008). Being with that: The relevance of embodied understanding for practice. Qualitative Health Research, 18(11), 1566–1573.
Todres, L., Galvin, K., & Dahlberg, K. (2007). Lifeworld-led healthcare: Revisiting a humanising philosophy that integrates emerging trends. Medicine, Health Care and Philosophy, 10(1), 53–63.
Usher, R., Bryant, I., & Johnston, R. (1997). Adult education and the postmodern challenge: Learning beyond the limits. London: Routledge.
Walker, A., & Leary, H. (2009). A problem-based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 12–43.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Hutchings, M., Loftus, S. (2012). Practice-Based Education Outside the Workplace. In: Practice-Based Education. Practice, Education, Work and Society, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-128-3_12
Download citation
DOI: https://doi.org/10.1007/978-94-6209-128-3_12
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-128-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)