The nurse associate trainee deserves a HOTSHOT education: a reflective signature pedagogical approach
dc.contributor.author | Beckwith, Philip | en |
dc.date.accessioned | 2018-08-13T13:34:27Z | |
dc.date.available | 2018-08-13T13:34:27Z | |
dc.date.issued | 2018-08 | |
dc.identifier.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 | en |
dc.identifier.issn | 2047-3265 | |
dc.identifier.uri | http://hdl.handle.net/10547/622828 | |
dc.description.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. | |
dc.language.iso | en | en |
dc.publisher | University of Bedfordshire | en |
dc.relation.url | https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/453 | en |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | nurse education | en |
dc.subject | Higher Order Thinking and the Skills of Higher Order Thinking | en |
dc.subject | pedagogy | en |
dc.subject | work-based learning | en |
dc.subject | X342 Academic studies in Higher Education | en |
dc.title | The nurse associate trainee deserves a HOTSHOT education: a reflective signature pedagogical approach | en |
dc.type | Article | en |
dc.contributor.department | University of Bedfordshire | en |
dc.identifier.journal | Journal of pedagogic development | en |
html.description.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. |