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  • Atherton, J.S. (2005). Learning and Teaching: Experiential Learning [On-line] UK: Available: Accessed: 10 March 2006.
  • Brookfield, S. (1986). Understanding and facilitating adult learning, San Francisco: Jossey-Bass.
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Useful websites

Further reading

  • Bolman, R., McMahon, A., Stoll, L., et al. (2005). Creating and Sustaining Effective Professional Learning Communities. Nottingham, England: National College for School Leadership
  • CoachCorp. (2004). Mentor Training for Kindergarten Teachers. Melbourne, Victoria: Department of Human Services, Victoria, pp. 57.
  • Higgs, J., Richardson, B., & Dahlgren, M.A. (Eds.). (2004). Developing Practice Knowledge for Health Professionals. Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Sydney, Toronto: Butterworth Heinemann.
  • Hutt, J. (2003). Mentoring Programs Best Practice in the Victorian Public Service. Melbourne: Victorian Public Service Continuous Improvement Network (VPS CIN).
  • Leibling, M., & Prior, R. (2003). Coaching Made Easy: Step by Step Techniques That Get Results. Great Britain and United States: Kogan Page Limited.
  • Mills, J., Francis, K., & Bonner, A. (2005). Mentoring, Clinical Supervision and Preceptoring: Clarifying the Conceptual Definitions for Australian Rural Nurses. A Review of the Literature., The International Journal of Rural and Remote Health Research, Education, Practice and Policy.
  • Naftalin, I. (2002). Action Learning: Learning Processes and Protocols Nottingham, England: National College for School Leadership,
  • Platt, C. (2002). Nurses 'Fit for Purpose': Using a Task-Centred Group to Help Students Learn from Experience. Teaching in Higher Education, 7(1), 33-45.
  • Stark, S. (2003). Action Learning and Nurse Development, British Educational Research Association (BERA). Edinburgh, Scotland.
  • Whitney, D. (1998). Let's Change the Subject and Change Our Organisation: An Appreciative Inquiry Approach to Organisation Change. Career Development, 3(7), 314-319.
  • Denny, H. (2005). Reflective Practice and Action Research as a Source of Pre-Service and In-Service Professional Development and Classroom Innovation: Burden or Benefit? Myth or Reality?. Auckland, New Zealand: Auckland University of Technology, pp. 14, ISSN-1176-7383.
  • Grey, A., & Fitzgibbon, K. (2003). Reflection-In-Action and Business Undergraduates: What Learning Curve? Reflective Practice, 4(1), 12-18.


This resource has been developed by the Centre for Community Child Health, The Royal Children's Hospital (RCH), Melbourne, for the Department of Education and Early Childhood. The Centre for Community Child Health is a University of Melbourne research centre based at RCH and it is also a key centre of the Murdoch Childrens Research Institute (MCRI), Australia's largest institute devoted to research in children and adolescent health.

Writer: Michelle Anderson
Editor: Sharon Foster, Director Education Uni, Centre for Community Child Health
Administrative support: Raelene McNaughton, Program Administrator, Centre for Community Child Health

We would also like to express our thanks to the Maternal and Child Health nurses who were interviewed for the audio clips.