In all health professions, students are required to spend a certain number of hours in a healthcare setting working within their discipline-specific profession. This requirement is essential to becoming a competent health professional and practitioner. Clinical and Fieldwork Placement in the Health Professions, second edition, helps to prepare students for their work in clinical and fieldwork settings. The text is divided into three parts. Part 1 Issues for Practice presents information that is important for students and supervisors to know-regardless of the clinical setting. This includes how to get the most out of your fieldwork, working in teams and how to prepare for placement. Part 2 Contexts of Practice explores various clinical settings (i.e. working with mothers and babies, working in acute care, working in mental health) and guides the student through what to prepare for, what to expect and issues that would be helpful to be aware of during placement. Part 3 Transition to Practice provides information on the transition from student to fieldwork educator and on some of the issues involved in supervision of a student. This second edition continues to encourage multidisciplinary practice, reinforcing that the key to good health practice is to have all health professionals working together successfully with shared skills in reflective practice, engaging clients in care and ethical practice. New to this edition are chapters on 'Working in Palliative Care' and 'Becoming a Reflective Practitioner', more detail on the competency standards for students on placement, and new pedagogical features-'Supervisor Profiles' to help students prepare for clinical placements in various settings, and 'Portfolio Development Exercises' to help shape a students' professional practice portfolio.

Clinical and Fieldwork Placement in the Health Profession

Medical Books

Stagnitti, Karen

Schoo, Adrian

Welch, Dianne

Nursing

Oxford University Press

Common across all the health professions are fieldwork issues such as clinical placements in hospitals, community based service provision, and client-therapist interaction. They all demand knowledge of skills and techniques, and all require proficiency in problem solving and clinical reasoning. Clinical and Fieldwork Placement in Health Professions prepares students for their work in clinical and fieldwork settings, where their understanding of the various clinical and client-centered environments is dependent not only on their knowledge and skills, but on how well they work with other health professionals. The text is intended to be used throughout the health students' course. It is interdisciplinary rather than discipline-specific, and incorporates both clinical placement and fieldwork education within the context of professional health care services and delivery. Some chapters will be more relevant for first year students, particularly the specific settings section, while others will be more appropriate for final year students, where broader issues such as ethics and legal responsibility are covered.

Clinical and Fieldwork Placement in the Health Professions

Allied Health Professions

Storying Beyond Social Difficulties with Neuro-Diverse Adolescents: The "Imagine, Create, Belong" Social Development Programme

Education & Teaching

Goldingay, Sophie

Dean, Belinda

Robertson, Narelle

Davidson, Donna

Francis, Eleanor

Schools & Teaching

Routledge

Traditional approaches to social skill development may often be ineffective for those in most need of them - those who are neuro-diverse (for example,&nbsp;on the Autism Spectrum, with dyspraxia, or with Attention Deficit Hyperactivity Disorder), those who have experienced trauma, those with an intellectual disability and those who present with Complex Communication Needs. This may be due to difficulties with language, attention and memory. Storying Beyond Social Difficulties with Neuro-Diverse Adolescents is a manual that outlines an eight-session programme, called "Imagine, Create, Belong", that involves a range of activities designed to develop theory of mind, flexible thinking, empathy and narrative ability. The sessions can be run across 8 or 16 weeks and contain sections suitable for those in mainstream schools, with adaptations to support adolescents with additional needs (including moderate intellectual disability and Complex Communication Needs).&nbsp;The&nbsp;manual&nbsp;does this via a range of age-appropriate play-based activities within a group setting focused on making a movie. It includes non-verbal and verbal approaches to social development and is an implicit approach to social skills. The programme is suitable for young people aged 11 years to 15 years with social difficulties. It includes content that may suit adolescents from both individualist and collectivist cultures. The manual provides step-by-step guidance for practitioners to run the "Imagine, Create, Belong" social skills programme with participants with a range of intellectual abilities who have been identified by parents, teachers or other professionals as having social difficulties.

Learning Through Play in the Primary School

Green, Amity

Paatsch, Louise

Casey, Siobhan

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