英语论文网

llis M (1993) Introducing APEL, London, Routledge Clarke J (1995) Turning Experience into Academic Learning, Professional Nurse 03, 393 - 396 Dewing J (1990) Reflective Practice, Senior Nurse 10, 10, 26 - 28 ENB (1992) Adding up the past APUAPEL: guidelines for good practice London, ENB Evans N (1994) Experiential Learning for All, London, Cassell Education Girot E 1995 Preparing the Practitioner for Academic Study: The development of Critical Thinking, Journal of Advanced Nursing 21: 387 - 94 Johns C. (2000) Becoming a Reflective Practitioner, London, Blackwell Science Kolb D (1984) Experiential Learning, New Jersey, Prentice Hall Palmer A et al (1994) Reflective Practice in Nursing Oxford, Blackwell Scientific, Powell J (1984) The Reflective Practitioner in Nursing, Journal Advanced Nursing 14, 8, 24 - 32 Richardson G & Maltby H (1995) Reflection on Practice: Enhancing Student Learning, Journal of Advanced Nursing 22: 235 - 42 Schon D A (1983) The Reflective Practitioner, New York, Basic Books Simosko S (1991) APL: a practical guide for professionals, London, Kogan Page UKCC (1994) The Future of Professional Practice, London, UKCC Webb J. & D'Souza B (1995) The Value of Critical Incident Analysis as an Educational Tool and its Relationship to Experimental Learning, Nurse Education Today 15: 111 - 6 Appendix 3 Module Information Form UNIVERSITY OF LUTON MODULAR CREDIT SCHEME Module Code: Module Name: Applied Management Project (AMP) Level: M Credit Value: 45 Description and Rationale The applied management project is the culmination of the masters programme. It is designed to simulate a realistic management situation, giving the student the opportunity to demonstrate his/her ability to use the knowledge and skills acquired through the taught element of the course. Its purpose is to bring together all the taught elements of the programme to reinforce their interrelationship and to provide an experience which enables students to move forward from the understanding of a discrete knowledge base to synthesising and exploring new areas in more detail as required by the project. In this it simulates the working environment where individuals are constantly required to combine knowledge in different ways and increase their understanding in different areas . Aims and Objectives The AMP is designed to give students the opportunity to demonstrate their knowledge and understanding of business as well as the skills essential to effective operation in a business environment. In particular the aims of this module are to enable the students to take the knowledge ,understanding and skills they have been developing in individual modules See below) and use them in a complex, multifunctional situation. • formulate a problem • identify information needs • retrieve information • synthesise information • produce creative solutions • produce a well argued and supported report in response to the problem identified • work effectively in a group • work effectively in a time constrained situation • reflect on the learning achieved through the process It is the vehicle through which masters students can show that they are able to work at Masters level as defined in the University’s level M descriptor: Students ‘should be working within complex, unpredictable and normally specialised fields demanding innovative work which involves explorin