Enabling Learning in Nursing and Midwifery Practice: A Guide for Mentors
Enabling learning in nursing and midwifery practice: A guide for mentorsseeks to underpin recent mentoring initiatives, exploring the impact of mentoring, supervision and preceptorship on professional practice, covering principles that underpin effective learning and providing practical guidance on mentoring and assessment strategies within practice settings.
Enabling learning in nursing and midwifery practice: A guide for mentorsaddresses the inter-professional and policy context for mentorship, examines the nature of effective learning environments and provides mentors with the necessary tools to assist students in their development within a practice setting. It explores the use of reflective practice, virtual learning and other core resources to enhance and support learning in practice and addresses assessing practice, making correct judgements about student competence and the development of competence in newly qualified practitioners.
Enabling learning in nursing and midwifery practice: A guide for mentorsis an important resource text for practitioners seeking to support learning in practice as well as experienced mentors and preceptors seeking to update their skills and understanding.
* Evidence-based, practical guide to effective mentoring and preceptorship
* Integrates theory and practice
* Addresses the context of learning in practice and the challenges of clinical supervision
* Promotes understanding of the importance of assessing practice and managing the mentoring process
* Equips mentors to enable students and newly qualified staff to gain confidence and expertise
* Includes activities, points for reflection and examples from practice
1 CONTEMPORARY ISSUES IN MENTORING PRACTICE (Margaret Andrews).
The Practice Context.
2 A GOOD PLACEMENT EXPERIENCE: THE STUDENT’S PERSPECTIVE OF THEIR NEEDS IN THE PRACTICE SETTING (Sue West).
Clarifying the Context: Learning as Input, Process and Outcome.
Input: An Effective Structure for the Placement Learning Experience.
Process: Some of the Variables within the Learning Experience.
Output: The End Result of the Learning Experience.
3 THE REFLECTIVE MENTOR: FACILITATING LEARNING IN THE PRACTICE SETTING (Melanie Jasper).
Being a Refl ective Mentor.
Practice as a Learning Environment.
Maximizing Your Own Opportunities for Development.
4 HELPING PEOPLE LEARN (Stevie Penfold).
Everyday Teaching and Learning.
Social Learning Theory.
Cognitive approaches to helping learners.
Application of Knowledge for Practice.
Practical Tips for Teaching and Facilitating Learning.
5 DEVELOPING EFFECTIVE LEARNING RELATIONSHIPS IN PRACTICE (Sheila Daykin).
The Effective Mentor.
Dysfunctional Mentor–Learner Relationships.
6 LEARNING STYLES IN PRACTICE (Tim Clark).
Clarifying the Context: What Are Learning Styles?
Learning Styles – Which One Are You?
Questionnaires That Examine Learning Style.
7 USING INTERPERSONAL SKILLS IN MENTORING (Sue Riddell).
Phases of the Relationship.
Attending and Listening.
8 THE LEARNING ENVIRONMENT (Gill Beer and Andrew Southgate).
Method of Learner Allocation.
Nature of the Learner.
Higher Education Institutions.
9 THE DEVELOPMENT OF COMPETENCE IN NEW QUALIFIED PRACTITIONERS (Tim Clark).
What is Competent Practice?
What Are the Key Features?
Adopting a ‘Cloak of Competence’.
10 ASSESSMENT OF PRACTICE: PRINCIPLES, PROCESS AND RESPONSIBILITIES (Sue West).
The Journey to Professional Practice.
The Purpose of Assessment.
Single Event Versus Continuous Assessment.
Factors That Infl uence Assessment in Practice.
Making a Decision.
Managing the Failing Student.
11 USE OF THE INTERNET TO SUPPORT LEARNING IN PRACTICE (Susan Westerman and Emily Hurt).
Use of the Internet and Other New Technologies in the Higher Education and Health-care Sectors.
Some Potential Benefi ts and Challenges of Using the Internet to Support Learning in Practice.
Some Practical Applications and Illustrations of the Internet Supporting Practice-Based Learning.
Key Health-care Online Resources.
The Internet Supporting Communication, Interaction and Refl ection.
How to Manage All This Information.
Chapter Summary .
12 CHALLENGES IN THE INTERPROFESSIONAL AGENDA (Judith Parsons).
Why an Interprofessional Approach?
A Shared Vision.
Skills in Interprofessional Facilitation of Learning.
13 WORKING AS A PROFESSIONAL: STANDARDS FOR PROFESSIONAL PRACTICE (Melanie Jasper).
Mentors as Professional Practitioners.
Standards for Mentoring.
Your Role as a Mentor.
Maintaining Your Professional Competence.
Glossary of Terms.
Professor Melanie Jasper is Head of School of Health Science, University of Wales Swansea.
Dr Tim Clark is Senior Lecturer in Nursing and Applied Clinical Studies at Canterbury Christ Church University.
- Integrates the theory and practice of mentoring
- Provides contemporary coverage of the challenges of clinical supervision
- Edited by one of the leading names in nursing
- Includes case studies, scenarios and examples from practice to
help promote integration between theory and practice
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