Overview
- Authors:
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Auldeen Alsop
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South-bank University, London, UK
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Susan Ryan
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University of East London, UK
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Table of contents (20 chapters)
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Professional and Organizational Contexts of Fieldwork
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- Auldeen Alsop, Susan Ryan
Pages 3-9
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- Auldeen Alsop, Susan Ryan
Pages 10-13
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- Auldeen Alsop, Susan Ryan
Pages 14-19
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- Auldeen Alsop, Susan Ryan
Pages 20-31
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- Auldeen Alsop, Susan Ryan
Pages 32-36
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- Auldeen Alsop, Susan Ryan
Pages 37-52
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The Fieldwork Experience
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- Auldeen Alsop, Susan Ryan
Pages 55-61
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- Auldeen Alsop, Susan Ryan
Pages 62-83
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- Auldeen Alsop, Susan Ryan
Pages 84-100
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- Auldeen Alsop, Susan Ryan
Pages 101-115
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- Auldeen Alsop, Susan Ryan
Pages 116-129
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- Auldeen Alsop, Susan Ryan
Pages 130-143
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- Auldeen Alsop, Susan Ryan
Pages 144-154
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- Auldeen Alsop, Susan Ryan
Pages 155-169
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- Auldeen Alsop, Susan Ryan
Pages 170-185
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- Auldeen Alsop, Susan Ryan
Pages 186-196
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- Auldeen Alsop, Susan Ryan
Pages 197-205
About this book
Fieldwork education, which combines work-based learning and assessment, has a pivotal place in professional education. It provides a precious opportunity to inte grate the art, science and ethical practice of Occupational Therapy. The therapeutic milieu is also the most appropriate but difficult setting in which to judge 'compe tence to practise'. Yet fieldwork education has not received the attention, resources, research and status it deserves. This is why this book is so important. The focus upon the students' experience reflects the central tenet of the book: the responsibility, challenge and pleasure of life-long learning. The book covers the whole spectrum of fieldwork in a way which will be of interest to academic and fieldwork educators too. This is achieved through a striking balance between reas suring, practical advice and scholarliness. The reader is encouraged to enter into current debates, engage in inter-disciplinary and international comparisons and appreciate the tensions between professional issues and organizational contexts. The insights into the logistical, political and educational factors which contribute to the theory-practice gap are noteworthy. In my view, the authors have produced an excellent introduction to fieldwork education, and especially to the complexities of clinical reasoning which is a vital component of initial and continuing competence for many professions. I hope the book will enhance the effectiveness of fieldwork education and thus the quality of health and social care.
Authors and Affiliations
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South-bank University, London, UK
Auldeen Alsop
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University of East London, UK
Susan Ryan
