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This article presents the results of Phase one of a three-year project aiming to enhance the role of practice educators, i.e. practitioners who supervise students on practice placements. This project was funded by the Fund for the Development of Teaching and Learning (FDTL) which supports projects aimed at stimulating developments in teaching and learning in higher education that are disseminated across the higher education sector. A review of the literature found no evidence of a common preparation route for practice educators. However, a number of key points emerged in each of these four aspects, which are nature and effectiveness of practice education, interprofessional learning, intercultural issues and role of the practice educator. Questionnaire, focus group and secondary data were used to collect data that informed case studies for five selected disciplines: dietetics, nursing, occupational therapy, physiotherapy and radiography. Analysis of these five case studies resulted in recommendations being made for each of the five disciplines. The case studies identified variation in the organisation of practice placements. A need to improve the status of the role of practice educator was a central issue for all five healthcare disciplines. In addition, an increasing demand for quality student placements that are resourced by practice educators means practice educators need effective preparation and support. Six key themes were identified as central to the effectiveness of preparing practitioners for their role as practice educators. The next phase of the project team will involve the development and dissemination of existing innovations that are considered by the project team as being central to the role of the practice educator. [ABSTRACT FROM AUTHOR]

Web quests offer a structured inquiry-orientated learning method that takes advantage of the vast range of information resources that are available on the internet. An important aspect is the development of transferable skills that are required for the effective retrieval and appraisal of information obtained from the internet. The work based learning potential of web quests can be increased by modifying the original approach to include tasks related to identified learning needs. [ABSTRACT FROM AUTHOR]

Activity theory offers a broad approach, both theoretical and practical, to understanding and developing work based learning. The main focus of activity theory is the effect of culturally mediated artefacts within an activity system. Analysis of the components of an activity system is a useful tool for reflective practice since it recognises the importance of cultural influences and also that activity occurs within a social system. The use of expansive learning offers additional insights that can be used to challenge underlying beliefs. [ABSTRACT FROM AUTHOR]