Beth Perry

For healthcare professionals, clinical education is foundational to the learning process. However, balancing safe patient care with supportive learning opportunities for students can be challenging for instructors and the complex social context of clinical learning environments makes intentional teaching approaches essential. Clinical instructors require advanced teaching knowledge and skills as learners are often carrying out interventions on real people in unpredictable environments. Creative Clinical Teaching in the Health Professions is an indispensable guide for educators in the health professions. Interspersed with creative strategies and notes from the field by clinical teachers who offer practical suggestions, this volume equips healthcare educators with sound pedagogical theory. The authors focus on the importance of personal philosophies, resilience, and professional socialization while evaluating the current practices in clinical learning environments from technology to assessment and evaluation. This book provides instructors with the tools to influence both student success and the quality of care provided by future practitioners.

Teaching Health Professionals Online: Frameworks and Strategies is a must-read for professionals in the health care field who strive to deliver excellence in their online classes. Intended for a wide range of professionals, including nurses, social workers, occupational and radiation therapists, chiropractors, dietitians, and dental hygienists, this compendium of teaching strategies will inspire both new and experienced instructors in the health professions. In addition to outlining creative, challenging activities with step-by-step directions and explanations of why they work, each chapter in the text situates practice within the context of contemporary educational theories such as instructional immediacy, invitational theory, constructivism, connectivism, transformative learning, and quantum learning theory. Melrose, Park, and Perry also address other issues familiar to those who have taught online courses. How can a distance instructor build teacher-student relationships? How does one transform the assumptions often held by students in the health fields from the confines of the virtual classroom? Most importantly, how can the instructor support his or her students in their future pursuits of knowledge and their development as competent professionals? By considering these and other concerns, this handbook aims to help instructors increase student success and satisfaction, which, the authors hope, will ultimately produce the best possible patient care.

“In this era of bountiful visual, qualitative and informationalised knowledge of the social world a conscientious guide to social research is ever more valuable…this is a knowledgeably written, highly engaging and genuinely interesting book."Dr Pamela Odih BSoc.Sc. PhD. Senior Lecturer Goldsmiths University of London, UK“A timely focus on intersectionality, decoloniality, as well as digital, participatory, collaborative methods and the relationship between knowledge, power and action, are all compelling new additions”Anastasia Christou, Associate Professor of Sociology, Middlesex University, UK“This is the best kind of companion for social researchers: a clear, concise, and practical overview of the foundations of the field…grounded in critical reflection about ethics and power, and skilfully assembled to both support and inspire.”Dr Oliver Escobar, Senior Lecturer, University of Edinburgh, UK“The longevity of May and Perry’s ‘Social Research’ is richly deserved…combining a sophisticated approach to the unity of theory, method, and context, with clarity and approachability.”Malcolm Williams, Professor and Co-Director of the Q-Step Centre, Cardiff University, UK “Equally valuable for the newcomer and the experienced researcher, the book is elegantly structured and beautifully written, as is always the case with May and Perry’s work.”Davydd J. Greenwood, Goldwin Smith Professor of Anthropology Emeritus, Cornell University, USA Corresponding Member, Spanish Royal Academy of Moral and Political SciencesFully revised and updated, Social Research: Issues, Methods and Process 5th edition bridges the gap between theory and methods in social research and clearly illuminates these essential components for understanding the dynamics of social relations. The book is divided into three parts. Part One examines the issues and perspectives in social research, Part Two discusses the methods and Part Three is devoted to reflections on the process of research. Updates to this edition include:• Two new chapters on working across boundaries and digital research, reflecting critical developments that are shaping the landscape of social research• Broadening consideration of issues including intersectionality and de-colonial research methods, along with the relationship between knowledge, power, and action• Revised ‘Discuss, Discover, Do’ sections with expanded suggestions for follow-on activities• Carefully integrated reflections and lessons learned from the COVID-19 pandemic throughout to draw attention to critical issuesThe authors aim to support and inspire, with a clear and accessible writing style that enables students to identify the key issues in social research and how to successfully navigate them. Social Research 5e is the ideal companion to social research for students across the social sciences and for academics and practitioners wishing to remain well-informed on key developments in the field.Beth Perry is Professor of Urban Knowledge and Governance, and Director of the Urban Institute at the University of Sheffield, UK.Tim May is a Professorial Fellow at the University of Sheffield, UK and an Honorary Distinguished Professor at the University of Cardiff, UK.

Pedagogy of Kindness: Changing Lives, Changing the Worldis a composite of chapters depicting a teaching philosophy based on an equal, mutually respectful, and collaborative teacher-student dyad and not a hierarchal one. A pedagogy of kindness (PofK), and other similar teaching philosophies, encourage student-centred learning, respect the individualities of learners and their educational goals, and make students feel more valued and worthy as human beings. We explore how using kindness, care, compassion, and empathy in pedagogy can benefit both learners and educators to be more successful and feel more satisfied in their academic and personal lives. We contend that using the principles inherent in a PofK and similar pedagogies based on the same tenets can enhance the learning experience and improve learning outcomes. We hope you enjoy this perspective on how an equal and collaborative teaching-learning process has many advantages over a hierarchal teaching model and how using a PofK can change lives for the better.

As a practice-based profession, clinical learning experiences play an important role in supporting nursing students toward developing the knowledge, skills, and attitudes they need to work in a wide range of practice settings and specialty areas. The role of the clinical instructor is to facilitate students' progress and to prepare them to meet entry-to-practice competencies. To fulfil that role, clinical instructors need to extend their expertise as practitioners to also become effective educators. They must demonstrate a comprehensive understanding of the curriculum students are required to follow at both the program and course level. They must also understand the policies, procedures, and everyday tasks implemented in the clinical areas where they teach students. As key members of both academic communities and practice communities, clinical instructors are required to establish collaborations among their students, their faculty colleagues, and the health professionals they encounter in clinical placements. Straddling the complexities of being a clinical instructor is not easy. This innovative text provides essential theoretical and practice-focused information for clinical instructors teaching in nursing programs in Canada as they learn to navigate this multifaceted role. Written by experts in clinical teaching from across Canada, this textbook will be of value to both those new to clinical instruction and those who have years of experience but are interested in continually improving their pedagogical knowledge and skills. Topics range from the historical context of practice-based learning to clinical teaching in various settings including acute care and community. The role of the clinical instructor, the pedagogy of clinical teaching, clinical judgment and reasoning in the clinical setting, and clinical evaluation are all discussed. Finally, the legal and ethical dimensions of clinical instruction are reviewed, and case examples are provided. This content reflects the Canadian Association Schools of Nursing's standards for excellence for undergraduate clinical instructors. Throughout the book, emphasis is placed on the positive impact an educator's own commitment to lifelong learning can have on the clinical instructor's role.

Many of today's learning environments are dominated by technology or procedure-driven approaches that leave learners feeling alone and disconnected. The authors of Centring Human Connections in the Education of Health Professionals argue that educational processes in the health disciplines should model, integrate, and celebrate human connections because it is these connections that will foster the development of competent and caring health professionals.Centring Human Connections in the Education of Health Professionals equips educators working in clinical, classroom, and online settings with a variety of teaching strategies that facilitate essential human connections. Included is an overview of the educational theory that grounds the authors' thinking, enabling the educators who employ the strategies included in the book to assess their fit within curriculum requirements and personal teaching philosophies and understand how and why they work.

Learn to become a better writer the SMART way. An Introduction to Writing for Health Professionals: The SMART Way, 4th Edition explores quick-and-easy methods to help you improve your writing skills. Thoroughly updated to reflect APA style guidelines, the fourth edition illustrates various forms of common written communication, such as email, instant messaging, blogs, letters, memos, reports, resumés, briefs, articles, presentations, research papers, and more. You are introduced to the essential elements of writing using the SMART approach - Source, Message, Audience, Route, and Tone, as well as steps to use when crafting academic papers (PROCESS), and key takeaways for becoming a better writer (LAST). These acronyms provide quick-and-easy ways to help you get started and organize your writings. It also includes handy quick reference lists and free additional resources on the companion Evolve website. UNIQUE! SMART, PROCESS, and LAST acronyms help facilitate learning by making the material easier to remember. Clear and straightforward writing style provides a reader-friendly approach to writing for learners of all levels. Common Error sections and Exercises featured throughout to reinforce content. APA style examples throughout text include those most commonly used in the health professions. NEW! Expanded coverage of research, digital literacy, communication on social media, and electronic mediums reflects advances in online culture. NEW! Fully revised SMART Ways for Other Routes chapter includes principles of documentation and charting, electronic communication (including email, instant messaging, social networking, and blogs), curriculum vitae, and dissertations. NEW! Points to Remember section at the end of each chapter (formerly SUMMARY) highlights key information using bullet points.

Cities and the Knowledge Economy is an in-depth, interdisciplinary, international and comparative examination of the relationship between knowledge and urban development in the contemporary era. Through the lenses of promise, politics and possibility, it examines how the knowledge economy has arisen, how different cities have sought to realise its potential, how universities play a role in its realisation and, overall, what this reveals about the relationship between politics, capitalism, space, place and knowledge in cities.The book argues that the 21st century city has been predicated on particular circuits of knowledge that constitute expertise as residing in elite and professional epistemic communities. In contrast, alternative conceptions of the knowledge society are founded on assumptions which take analysis, deliberation, democracy and the role of the citizen and communities of practice seriously. Drawing on a range of examples from cities around the world, the book reflects on these possibilities and asks what roles the practice of ‘active intermediation’, the university and a critical and engaged social scientific practice can all play in this process.The book is aimed at researchers and students from different disciplines – geography, politics, sociology, business studies, economics and planning – with interests in contemporary urbanism and the role of knowledge in understanding development, as well as urban policymakers, politicians and practitioners who are concerned with the future of our cities and seek to create coalitions of different communities oriented towards more just and sustainable futures.

Cities and the Knowledge Economy is an in-depth, interdisciplinary, international and comparative examination of the relationship between knowledge and urban development in the contemporary era. Through the lenses of promise, politics and possibility, it examines how the knowledge economy has arisen, how different cities have sought to realise its potential, how universities play a role in its realisation and, overall, what this reveals about the relationship between politics, capitalism, space, place and knowledge in cities.The book argues that the 21st century city has been predicated on particular circuits of knowledge that constitute expertise as residing in elite and professional epistemic communities. In contrast, alternative conceptions of the knowledge society are founded on assumptions which take analysis, deliberation, democracy and the role of the citizen and communities of practice seriously. Drawing on a range of examples from cities around the world, the book reflects on these possibilities and asks what roles the practice of ‘active intermediation’, the university and a critical and engaged social scientific practice can all play in this process.The book is aimed at researchers and students from different disciplines – geography, politics, sociology, business studies, economics and planning – with interests in contemporary urbanism and the role of knowledge in understanding development, as well as urban policymakers, politicians and practitioners who are concerned with the future of our cities and seek to create coalitions of different communities oriented towards more just and sustainable futures.

Reflexivity – the critical examination of how we see the world – is integral to good research practice. From this state-of-the-art, accessible tour of its history and contemporary relevance, readers will learn of its importance to social research and to society generally. The text introduces a host of influential thinkers and their key ideas on reflexivity, and incorporates examples from a range of disciplines and research settings. Drawing on the authors’ extensive experience of real research settings, this book: Pinpoints the importance of reflexivity in social researchDemonstrates its relevance to everyday lifeFirmly locates the concept in the history of ideasExplores key questions about the bases of knowledge and understandingPresents key thinkers, concepts and issues in easy-to-understand learning boxes The result is a book that provides students and researchers in the social sciences with the knowledge and understanding necessary not only to examine the role of reflexivity in contemporary life, but to apply it in their own research practice.

Reflexivity – the critical examination of how we see the world – is integral to good research practice. From this state-of-the-art, accessible tour of its history and contemporary relevance, readers will learn of its importance to social research and to society generally. The text introduces a host of influential thinkers and their key ideas on reflexivity, and incorporates examples from a range of disciplines and research settings. Drawing on the authors’ extensive experience of real research settings, this book: Pinpoints the importance of reflexivity in social researchDemonstrates its relevance to everyday lifeFirmly locates the concept in the history of ideasExplores key questions about the bases of knowledge and understandingPresents key thinkers, concepts and issues in easy-to-understand learning boxes The result is a book that provides students and researchers in the social sciences with the knowledge and understanding necessary not only to examine the role of reflexivity in contemporary life, but to apply it in their own research practice.

What are the critical gaps in thinking about reflexivity and social research? How is reflexive practice shaped by the contexts and cultures in which researchers work? How might research practice respond to twin demands of excellence and relevance in the knowledge-based economy? Thinking reflexively about the inter-relationships between social research and societal practices is all the more important in the so-called knowledge economy. Developing reflexive practices in social research is not achieved through applying a method. Where and how researchers work is fundamental in shaping the capacities and capabilities to produce research as content and context lie in a dynamic interaction. This book not only provides a history of reflexive thought, but its consequences for the practice of social research and an understanding of the contexts in which it is produced. It provides critical insights into the implications of reflexivity through a discussion of positioning, belonging and degrees of epistemic permeability in disciplines. It is also highly innovative in its suggestions for ways forward in research practice through the introduction of active intermediaries. Overall, the book offers an exciting new position on reflexive research that will generate much debate through its successful achievement of two difficult feats: providing essential reading for orientations on reflexivity and social research in the twenty-first century and making a landmark contribution to thinking and practice in the field. Social Research and Reflexivity is suitable for advanced undergraduates, postgraduates and social researchers in general across a number of disciplines including geography, social research, management and organizations; economics, urban studies, sociology, social policy, anthropology and politics, as well as science and technology studies.

What are the critical gaps in thinking about reflexivity and social research? How is reflexive practice shaped by the contexts and cultures in which researchers work? How might research practice respond to twin demands of excellence and relevance in the knowledge-based economy? Thinking reflexively about the inter-relationships between social research and societal practices is all the more important in the so-called knowledge economy. Developing reflexive practices in social research is not achieved through applying a method. Where and how researchers work is fundamental in shaping the capacities and capabilities to produce research as content and context lie in a dynamic interaction. This book not only provides a history of reflexive thought, but its consequences for the practice of social research and an understanding of the contexts in which it is produced. It provides critical insights into the implications of reflexivity through a discussion of positioning, belonging and degrees of epistemic permeability in disciplines. It is also highly innovative in its suggestions for ways forward in research practice through the introduction of active intermediaries. Overall, the book offers an exciting new position on reflexive research that will generate much debate through its successful achievement of two difficult feats: providing essential reading for orientations on reflexivity and social research in the twenty-first century and making a landmark contribution to thinking and practice in the field. Social Research and Reflexivity is suitable for advanced undergraduates, postgraduates and social researchers in general across a number of disciplines including geography, social research, management and organizations; economics, urban studies, sociology, social policy, anthropology and politics, as well as science and technology studies.

Within most disciplines, there are those who are recognized by theircolleagues as being exceptionally competent practitioners. Theseindividuals do their work in such a remarkable way as to become a modelfor others. This book is base on a study of the beliefs, actions, andinteractions of a group of extraordinary oncology nurses-the peopletheir peers would choose to have care for them if they were diagnosedwith cancer. Perry's weaving of interviewee's stories and her ownfield notes and poetry creates a very personal perspective on nursingthat leaves the reader with a greater understanding of the experience,and rewards, of caring for others.