Practice Based Learning in Nursing, Health and Social Care: Mentorship, Facilitation and Supervision

The reviewer recommends this accessible and user-friendly style book to all nurses, midwives and healthcare professionals who are responsible for students and learners in their clinical environment. (Nursing Times, 13 March 2014)

Dr. Ian Scott is Head of Academic Practice and Development Unit at University of Worcester. Dr. Jenny Spouse is Associate Dean for Practice Education at City University.

About the authors xi 1 Mentoring and supervision and other facilitative relationships 1 Ian Scott and Jenny Spouse Introduction 1 Exploring the role of the practitioner teacher 1 Mentor 2 Supervisor 3 Coach 4 Apprenticeship and its relationship to mentorship and supervision 5 Why learning facilitators are important 9 What about the learner perspective? 12 Attributes and knowledge for the learning and teaching role 13 The workplace and learning 14 Summary 16 2 Personal and professional aspects of supervising others 17 Jenny Spouse Introduction 17 Creating a learning partnership: ways in which relationships between learner and facilitator enhance learning 17 Being a newcomer 17 Establishing the relationship 19 Professional boundaries including duty of care, professional accountability and educational responsibility 20 Duty of care 20 Educational responsibility 24 Professional accountability 28 Learners perspective on supportive relationships 30 Models of mentoring/supervision 31 One-to-one mentoring 32 Team mentoring 32 Peer mentorship 33 Approaches to mentoring 33 Emotional labour and mentoring 34 Summary 36 3 The workplace as a learning environment: structures and sources of support and supervision 38 Jenny Spouse Introduction 38 Concept of a learning environment, micro and macro factors 39 What is a learning environment? 39 Influence of geography on the learning environment 39 Policies and protocols and the learning environment 43 Staffing and skill mix 43 Supporting visiting learners 47 Protocols 50 Collaborative learning among the professions 53 Summary 54 4 Practice settings as a learning resource 58 Jenny Spouse Introduction 58 External influences on professional education 59 Commissioning and developing professional programmes 61 Collaborative curriculum design 61 Curriculum planning for placements 64 Creating a curriculum for practice and a learning agenda 66 Developing learning resources and making them accessible 71 Quality assurance 72 Summary 74 5 Identifying your learners needs and documenting a working learning plan 75 Jenny Spouse Introduction 75 Sponsorship to a community of practice 75 Identifying and assessing learning needs the components and some strategies 80 Writing a working learning plan, its uses and abuses 82 Exploring and explaining theories of how people learn 84 Meeting the needs of learners with special needs: promoting diversity, inclusivity and equality 86 Disability in the workplace 87 Supporting learners with dyslexia 88 Supporting learners with sensory impairment 90 Supporting learners with mental-health needs 92 Summary 94 6 Facilitating professional development 96 Jenny Spouse Introduction 96 What learners want to know 97 Learning to relate to patients and their carers 98 Developing technical knowledge 100 Explaining and exploring using the Model of Practical Skill Performance 103 Legitimate peripheral participation 104 Explaining and exploring social theories of learning 106 Learning to bundle practice activities together 110 Developing craft knowledge 113 Managing personal feelings 114 Developing the essence of professional practice: therapeutic action caring comportment 116 Working in a community of practice 117 Exploring and explaining the value of being welcomed to an unfamiliar social environment 120 Summary 122 7 Reporting on progress: assessing performance and keeping evidence 123 Ian Scott Introduction 123 Assessing and assessment 123 Types of assessment 124 Formative assessment 124 Summative assessment 125 Informal and formal assessment 126 Continuous assessment 126 Some assessment principles 127 Learning outcome 133 Doing the assessing 134 Pre-practice assessment: assessment through simulation 136 Pre-practice assessment: using reflection and analysis 138 Pre-practice assessment: di