Order Instructions: Read the paper by Thomas Beckman and Mark Lee (2009) “Proposal for a...

Order Instructions:

Read the paper by Thomas Beckman and Mark Lee (2009) “Proposal for a Collaborative Approach to Clinical Teaching” available in Short Loans Online.
1. Describe a specialized clinical skill that you might wish to teach to a new graduate in your area of practice.
(MENTAL HEALTH)
2. Discuss how the essential components in the paper by Beckman might be applied to this episode of clinical teaching. Check the marking criteria for this assessment Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

task to determine the components that you are expected to discuss in this assignment

Description of a specialised clinical skill to be taught to a new graduate 0 marks
No description of specialised clinical skill 1 marks
Limited description of specialised clinical skill 2 marks
Adequate description of specialised clinical skill 3 marks
Thorough description of specialised clinical skill 4 marks
Excellent description of specialised clinical skill
1A. Establish relationship with the learner: Learning climate 0 marks
No discussion of the learning climate 1.5 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Limited discussion of the learning climate or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of a positive learning environment using high support and high challenge strategies with effective use of set readings 5.5 marks
Thorough discussion of a positive learning environment using high support and high challenge strategies with substantial and effective use of set readings 7 marks
Outstanding discussion of application of the positive learning environment strategies to the specialised clinical skill being taught, with substantial and effective Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

use of set readings and other relevant readings.
1B. Establish relationship with the learner: Questioning 0 marks
No discussion of the use of questions 2.5 marks
Limited discussion of the use of questions or discussion does not reflect evidence of reading. 5 marks
Satisfactory discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with effective use of set readings 8 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Thorough discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with substantial and effective use of set readings

10 marks
Outstanding discussion of the use of higher order questions (including how to avoid pitfalls) and their application to the specialised clinical skill being taught,

with substantial and effective use of set readings and other relevant readings Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

2 marks
Limited discussion of the use of feedback or discussion does not reflect evidence of reading. 4 marks
Satisfactory discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with effective use of set readings 6 marks
Thorough discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with substantial and effective use of set readings 8 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Outstanding discussion of the application of FIT and ABLE to the specialised skill being taught, with substantial and effective use of set readings and other relevant

readings.
1.5 marks
Limited discussion of diagnosing learners or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of diagnosing learners using a model (KSA, RIME or Bordage), with effective use of set readings 5.5 marks
Thorough discussion of diagnosing learners using a model (KSA, RIME or Bordage), with substantial and effective use of set readings 7 marks Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Outstanding discussion of the application of a model to diagnose the learner during the teaching of the specialised clinical skill, with substantial and effective use

of set readings and other

Please only uses these has reference thank you

Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Bonk, C. J, Wisher, R & Nigrelli, M. (2004) Chapter 12. Learning Communities, Communities of practices: principles, technologies and examples in Littlton, Karen,

Learning to Collaborate. Nova. USA
Kitchie, S. (2008). Determinants of Learning. Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

In S.B. Bastable. (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (pp. 93-145) (3rd

ed.). Sudbury, MA: Jones and Bartlett Publishers.
Excerpt (p129-135) from Rose, M., & Best, D. (Eds.). (2005). Transforming practice through clinical education, professional supervision, and mentoring (2nd ed.).

Edinburgh: Churchill Livingstone
Burns. C., Beauchesne. M., Ryan-Krause. P. & Sawin. K. (2006). Mastering the Preceptor Role: Challenges of Clinical Teaching. Journal of Pediatric Health Care, 20(3), Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

172 – 183. (This paper is an easy read and provides some really practical strategies to develop teaching effectivelness while juggling the competing demands of

clinician and mentor). (

Neville, B. (2005). Gods, Myths and supervisors. In M. Rose, & D. Best. (Eds.), Transforming practice through clinical education, professional supervision, and

mentoring (pp.261-274). Edinburgh: Elsevier Churchill Livingstone. (Provided text) Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted

Rose, M. (2005). Mentoring in the health professions. In M. Rose, & D. Best. (Eds.). Transforming practice through clinical education, professional supervision, and

mentoring (pp.309-318). (2nd ed.). Edinburgh: Churchill Livingstone. (Provided text)
Kinnell, D. (2010). How can the mentor assist the student to become part of the healthcare team? In D. Kinnell & P. Hughes Mentoring nursing and healthcare students

(pp.31-53) London: Sage.
Levett-Jones, T. & Lathlean, J. (2009). ‘Don’t rock the boat’: Nursing students’ experiences of conformity and compliance. Nurse Education Today, 29(3), 342-349. Click here for more on this paper……. Click here to have a similar A+ quality paper done for you by one of our writers within the set deadline at a discounted