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"This book explores the distinctive nature of clinical legal education in a range of global contexts. The emergence of law school-based clinical legal education has been recognised as a major innovation in modern legal education. At its best, it integrates the academic rigour of university-based learning with the practical, ethical and social justice insights that come from structured work with clients. This book examines what makes clinic different to other aspects of legal education, and how it differs from experiential learning in other disciplines, particularly in its emphasis on social justice. It provides an analysis of various models that support student learning in community settings from 66 contributors across the globe. Learning goals, teaching methods, focus areas, forms of student involvement, engagement with lawyers and the challenges faced are all identified as important in giving clinical legal education its local flavour. Exploring the role of technology in clinic, and the significant growth in technology-based clinics, the book reviews the ways in which clinics harness technology to serve diverse client communities and extend the global reach of clinical legal education, particularly in light of the ongoing COVID-19 pandemic. This book will be of interest to researchers in the field of clinical legal education, and the use of emerging technologies in legal education"--

The author advocates donor support for clinical education projects abroad and outlines the minimal requisites that she would have for such projects - direct experience with disadvantaged clients, faculty involvement, and sincerity and integrity of organizers. She cautions against funders and consultants pressing new clinics to fit American clinical models. She provides sample reporting questions that would require projects to reflect on goals sought and results achieved. She draws lessons for efforts to assist clinics abroad from critiques of the law and development movement (LDM), the last major international initiative in legal education reform; more recent efforts termed the New LDM; and studies of democracy assistance and rule-of-law projects, the rubrics under which many of today's current legal education initiatives have been funded.

Ageing populations are increasing the demand for geriatric care services. As nursing schools respond to this demand, more high-quality clinical placements are required, and aged care homes offer suitable placement sites. Although an aged care experience for students is beneficial, the basis for effective implementation of these placements is yet to be fully established. The aim of this study was to explore faculty staff perspectives on the challenges associated with providing effective clinical education in aged care homes for first-year student nurses. Methods An exploratory qualitative study was performed. Fifteen in-depth interviews were conducted with program leaders of nursing degree programs (n = 4), course leaders (n = 6) and practice coordinators (n = 5) in three Norwegian universities. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results Five themes were identified regarding the perceived challenges to implementing effective clinical education in aged care homes: (1) low staffing levels of registered nurses limit the capacity to effectively host students; (2) prevalence of part-time teachers can compromise the quality of students' learning experiences; (3) tensions about the required qualifications and competencies of nurse teachers; (4) variation in learning assessments; and (5) lack of quality assurance. Conclusions These challenges signal key areas to be addressed in quality assurance for effective aged care placements. Further research into the minimum staffing levels required to support student learning in the aged care setting is required. Methods for developing shared practices to facilitate learning in aged care homes need to address the prevalence of part-time teaching appointments. Further research into the levels of qualification and competence required to support student learning in aged care facilities can assist with setting standards for this sector. Finally, academic-practice institutions must engage with government officials and national nursing bodies to develop national standards for clinical education in aged care homes. ; publishedVersion

Cover -- Endorsements -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of tables -- Foreword -- Acknowledgements -- List of contributors -- Introduction -- 1. Place-based education: Clinical Legal Education and ethics -- 2. Clinical Legal Education and Therapeutic Jurisprudence in the Disability Rights Clinic -- 3. Capitalising on Clinical Legal Education: Insights from Bourdieu -- 4. Clinical Legal Education in Brazil: Insights from Paulo Freire's pedagogy -- 5. Luigi Ferrajoli's theory of fundamental rights and Clinical Legal Education -- 6. Applying Rawls' theory of justice to Clinical Legal Education in the Republic of Croatia -- 7. Towards a capability approach to Clinical Legal Education -- 8. Neoliberalism and Street Law: Examining the success of a communitarian initiative in a neoliberal higher education system -- 9. Using institutional theory in legal education -- 10. Legal pluralism and Clinical Legal Education in Ethiopia: The contribution of legal aid clinics in realising access to justic -- 11. The University of The Gambia Law Clinic: The role of a university law clinic in securing access to justice from the perspective of human rights and duties -- 12. Developing reflective practitioners through human rights education in relation to HIV-positive clients -- 13. Clinical Legal Education: A paradigm for business entities -- 14. Rebellious lawyering theory, sustainability and Clinical Legal Education -- 15. Teaching movements -- Index.