Clinical Education for the Health Professions Theory and Practice
Produktdetaljer
Om bidragsyterne
Debra Nestel is Professor of Simulation Education in Healthcare at Monash University, and Professor of Surgical Education, Department of Surgery, University of Melbourne, Australia. Her research interests include the role of simulation in supporting learning, particularly in procedural and operative skills. She has extensive experience in working with simulated patients to support the development of communication and other professional skills. She has extensive experience in faculty development and research on health professions education and surgical education. She is Editor-in-Chief, BMJ STEL.
Gabriel Reedy is a Reader in Clinical Education, and Programme Director of the Masters in Clinical Education, at King's College London, UK. His research focuses on the use of simulation in health professions education; the ways in which health professionals learn to practice in clinical settings; the development of faculty in health professions; and the ways in which early responders learn, both individually and in the context of teams, to deal with large-scale emergency events. He is Editor-in-Chief, Advances in Simulation.
Lisa McKenna is Professor and Head of the School of Nursing and Midwifery at La Trobe University, Australia. She has extensive experience in teaching undergraduate and postgraduate health professionals, in particular nurses and midwives. Her current research is particularly focused around peer-assisted learning, simulation and nursing curricula. She is Editor-in-Chief, Collegian: The Australian Journal of Nursing Practice, Scholarship and Research.
Suzanne Gough is Associate Dean, Learning & Teaching, Faculty of Health Sciences & Medicine, and Associate Professor, Physiotherapy, Faculty of Health Sciences & Medicine, Bond University, Australia. Her research interests include curriculum integration of simulation-based education (SBE), cardio-respiratory physiotherapy education, patient safety, human factors and inter-professional SBE, video-reflexivity and video-ethnography.Produktdetaljer
Om bidragsyterne
Debra Nestel is Professor of Simulation Education in Healthcare at Monash University, and Professor of Surgical Education, Department of Surgery, University of Melbourne, Australia. Her research interests include the role of simulation in supporting learning, particularly in procedural and operative skills. She has extensive experience in working with simulated patients to support the development of communication and other professional skills. She has extensive experience in faculty development and research on health professions education and surgical education. She is Editor-in-Chief, BMJ STEL.
Gabriel Reedy is a Reader in Clinical Education, and Programme Director of the Masters in Clinical Education, at King's College London, UK. His research focuses on the use of simulation in health professions education; the ways in which health professionals learn to practice in clinical settings; the development of faculty in health professions; and the ways in which early responders learn, both individually and in the context of teams, to deal with large-scale emergency events. He is Editor-in-Chief, Advances in Simulation.
Lisa McKenna is Professor and Head of the School of Nursing and Midwifery at La Trobe University, Australia. She has extensive experience in teaching undergraduate and postgraduate health professionals, in particular nurses and midwives. Her current research is particularly focused around peer-assisted learning, simulation and nursing curricula. She is Editor-in-Chief, Collegian: The Australian Journal of Nursing Practice, Scholarship and Research.
Suzanne Gough is Associate Dean, Learning & Teaching, Faculty of Health Sciences & Medicine, and Associate Professor, Physiotherapy, Faculty of Health Sciences & Medicine, Bond University, Australia. Her research interests include curriculum integration of simulation-based education (SBE), cardio-respiratory physiotherapy education, patient safety, human factors and inter-professional SBE, video-reflexivity and video-ethnography.