Developing a student centred approach to practice placement briefings and debriefings
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
This research developed from the recognition that work-based placement briefing and debriefi ng sessions need to encourage refl ection and student self-directed learning. An action research methodology was used to obtain students views of the value of briefi ng and debriefing sessions. Changes to session format were introduced and then in response to student comments they were re-evaluated. Results demonstrated that students were unhappy with the original format. They preferred and became more fully engaged with the self-directed, student-centred sessions when refl ection was an integral element.
##plugins.themes.bootstrap3.article.details##
Section
Articles
Proposed Policy for Journals That Offer Delayed Open Access
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work for one year after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).