The nurse associate trainee deserves a HOTSHOT education: a reflective signature pedagogical approach

2.50
Hdl Handle:
http://hdl.handle.net/10547/622828
Title:
The nurse associate trainee deserves a HOTSHOT education: a reflective signature pedagogical approach
Authors:
Beckwith, Philip
Abstract:
Concerns were raised at the 2017 National Trainee Nurse Associate Conference. The Associate Nurse Work‐based Learning Signature Pedagogy creates constructive alignment to the work based learning units of the nurse associate programme and aims to address these concerns. However, attempts to locate a pedagogic approach for high quality learning and skills development have proved unsuccessful. Further exploration of Bloom’s (1956) taxonomy and Anderson & Karthwohl’s (2001) adaption of Bloom’s taxonomy have failed to align with Biggs’ (1999) model of constructive alignment and have led to the creation of the Higher Order Thinking and the Skills of Higher Order Thinking (HOTSHOT) taxonomy which redefines Higher Order Thinking Skills (HOTS). Additionally, a move away from Socratic dialogue to reflection enabled the evolution of the signature pedagogy framework into a reflective signature pedagogy framework. The Associate Nurse Work‐based Learning Signature Pedagogy offers a solution to the concerns raised, based upon robust pedagogical theory.
Affiliation:
University of Bedfordshire
Citation:
Beckwith, P. (2018) 'The nurse associate trainee deserves a HOTSHOT education: a reflective signature pedagogical approach', Journal of pedagogic development 8 (2) 25-35
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Aug-2018
URI:
http://hdl.handle.net/10547/622828
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/453
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorBeckwith, Philipen
dc.date.accessioned2018-08-13T13:34:27Z-
dc.date.available2018-08-13T13:34:27Z-
dc.date.issued2018-08-
dc.identifier.citationBeckwith, P. (2018) 'The nurse associate trainee deserves a HOTSHOT education: a reflective signature pedagogical approach', Journal of pedagogic development 8 (2) 25-35en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622828-
dc.description.abstractConcerns were raised at the 2017 National Trainee Nurse Associate Conference. The Associate Nurse Work‐based Learning Signature Pedagogy creates constructive alignment to the work based learning units of the nurse associate programme and aims to address these concerns. However, attempts to locate a pedagogic approach for high quality learning and skills development have proved unsuccessful. Further exploration of Bloom’s (1956) taxonomy and Anderson & Karthwohl’s (2001) adaption of Bloom’s taxonomy have failed to align with Biggs’ (1999) model of constructive alignment and have led to the creation of the Higher Order Thinking and the Skills of Higher Order Thinking (HOTSHOT) taxonomy which redefines Higher Order Thinking Skills (HOTS). Additionally, a move away from Socratic dialogue to reflection enabled the evolution of the signature pedagogy framework into a reflective signature pedagogy framework. The Associate Nurse Work‐based Learning Signature Pedagogy offers a solution to the concerns raised, based upon robust pedagogical theory.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/453en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectnurse educationen
dc.subjectHigher Order Thinking and the Skills of Higher Order Thinkingen
dc.subjectpedagogyen
dc.subjectwork-based learningen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleThe nurse associate trainee deserves a HOTSHOT education: a reflective signature pedagogical approachen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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