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dc.contributor.authorQuick, L.
dc.contributor.authorForsyth, Kirsty
dc.contributor.authorMelton, J.
dc.date.accessioned2018-06-29T21:41:53Z
dc.date.available2018-06-29T21:41:53Z
dc.date.issued2007-11
dc.identifierER1438
dc.identifier.citationQuick, L., Forsyth, K. & Melton, J. (2007) From graduate to reflective practice scholar, British Journal of Occupational Therapy, , , pp. 471-474,
dc.identifier.issn0308-0226
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/1438
dc.description.abstractThe National Health Service is currently striving to deliver evidence-based, effective and efficient services. In this climate, it is important to enable new graduates to develop their knowledge, skills and confidence to meet these exacting demands, in an effective and supportive environment. This is of particular importance because there is growing concern over the retention of new graduates. If new graduates do not receive effective support to complete the transition to a competent professional, then the concern is that they may choose to leave the profession and/or seek new roles. This opinion piece argues for an academic/practice partnership to provide the needed support structures to allow graduates to become competent professionals. Two examples are provided, which embrace such partnership working.
dc.format.extent471-474
dc.publisherCollege of Occupational Therapists
dc.relation.ispartofBritish Journal of Occupational Therapy
dc.titleFrom graduate to reflective practice scholar
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultysch_occ
dc.description.ispublishedpub
dc.description.eprintid1438
rioxxterms.typearticle
qmu.authorForsyth, Kirsty
dc.description.statuspub


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