Kate Kilgallon is Senior Lecturer at Teesside University, UK. Janet Thompson is Senior Lecturer at Robert Gordon University, UK.

“This practical guide will enhance a deep level of understanding and knowledge of mentorship.  It is an invaluable resource on mentorship in nursing and health care.”  (Nursing Standard, 3 October 2012)

• About the editors xiList of contributors xiiPreface xiiiAcknowledgements xivChapter 1 Mentorship 1Kate KilgallonIntroduction 1Mentoring and mentorship 2Why do students need a mentor? 5What should a mentor do? 8Mentorship and coaching 16Education support roles and functions 22Summary 24Chapter 2 The mentor–student relationship 26Kate KilgallonIntroduction 26Policies for mentoring 27Initiating the mentor–student relationship 28Stages of the mentor–student relationship 31Establishing a mentor–student relationship 34Mentoring students through transitions 37Difficulties establishing an effective mentor–student relationship 39What do students find difficult? 41Enabling learning 43Disabling learning 45Other factors that may affect the companion stage of the mentor–student relationship 46Summary 52Chapter 3 The mentor as teacher 54Janet Thompson with contributions from Linda KenwardIntroduction 54Defining teaching 55Constructivism versus objectivism 66Andragogy versus pedagogy 67Factors affecting learning 74The learning environment 74Summary 78Chapter 4 Experiential learning and reflective practice 81Kate KilgallonIntroduction 81Learning through practice 82A model for learning through experience 84What is reflection? 89The reflective process 91Reflective practice 92Knowledge used in practice 94The components of reflective practice 98Frameworks for reflection 98What is reflexivity? 102Why bother with reflection? 104Critical incidents 105Legitimising reflection 107Summary 107Chapter 5 Learning styles and teaching theories 110Kate Kilgallon and Janet Thompson with contributions from Phil RaceIntroduction 110Personality traits 111Self-awareness 113Learning styles 118Learning theories 125How can mentors underpin successful learning? 127Communication in a healthcare setting 129Approaches to learning 131Summary 139Chapter 6 The mentor as assessor 142Janet Thompson with contributions from Linda Kenward andAnthea WilsonIntroduction 142Why assess? 143The mentor as assessor 144Learning environment and audit 146Educational audit 151Coercion in mentoring 152Types of assessment 153Assessing competence 158Reasonable adjustments 161Failing a student: putting in the eff ort but feeling guilty 164Summary 165Chapter 7 Competence and capability: a framework for collaborative learning and working 168Frances Gordon and Hilary Pengelly with contributions from Janet ThompsonIntroduction 168Competence and capability 169Interprofessional education and practice 174The Interprofessional Capability Framework 176An analysis of the practice utility of interprofessional capability in the context of child safeguarding or protection 177Summary 189Chapter 8 Mentoring – health improvement 194Janet Thompson with contributions from Linda KenwardIntroduction 194Health improvement 195Health improvement policies 196Partnership working 198Empowerment 203Portraying or enactment of the health promoter role 206Health inequalities 207Ethical considerations 209Education and practice gap 211Summary 213Chapter 9 Career development 216Janet Thompson with contributions from Linda KenwardIntroduction 216Pre-registration career pathways 217Career entry routes 219Generic frameworks and policies for career progression 221Career planning or happy accident? 225Diversity of roles 228Using your mentoring skills to further your career 233Where would you like to see your career in the future? 237Summary 237Chapter 10 Some final points 239Janet Thompson with contributions from Dorothy Adam and Leigh KenwardIntroduction 239Response to scenario 10.1 240Response to scenario 10.2 241Response to scenario 10.3 241Response to scenario 10.4 242Response to scenario 10.5 243Response to scenario 10.6 243Reflection on scenario 10.7 244Reflection on scenario 10.8 245Response to scenario 10.9 246Response to scenario 10.10 247Response to scenario 10.11 248Reflection on scenario 10.12 249Reflection on scenario 10.13 250Reflection on scenario 10.14 251Reflection on scenario 10.15 252Response to scenario 10.16 252Response to scenario 10.17 253Response to scenario 10.18 254Response to scenario 10.19 255Summary 255Index 257

Kate Kilgallon is Senior Lecturer at Teesside University, UK. Janet Thompson is Senior Lecturer at Robert Gordon University, UK.

“This practical guide will enhance a deep level of understanding and knowledge of mentorship.  It is an invaluable resource on mentorship in nursing and health care.”  (Nursing Standard, 3 October 2012)

• About the editors xiList of contributors xiiPreface xiiiAcknowledgements xivChapter 1 Mentorship 1Kate KilgallonIntroduction 1Mentoring and mentorship 2Why do students need a mentor? 5What should a mentor do? 8Mentorship and coaching 16Education support roles and functions 22Summary 24Chapter 2 The mentor–student relationship 26Kate KilgallonIntroduction 26Policies for mentoring 27Initiating the mentor–student relationship 28Stages of the mentor–student relationship 31Establishing a mentor–student relationship 34Mentoring students through transitions 37Difficulties establishing an effective mentor–student relationship 39What do students find difficult? 41Enabling learning 43Disabling learning 45Other factors that may affect the companion stage of the mentor–student relationship 46Summary 52Chapter 3 The mentor as teacher 54Janet Thompson with contributions from Linda KenwardIntroduction 54Defining teaching 55Constructivism versus objectivism 66Andragogy versus pedagogy 67Factors affecting learning 74The learning environment 74Summary 78Chapter 4 Experiential learning and reflective practice 81Kate KilgallonIntroduction 81Learning through practice 82A model for learning through experience 84What is reflection? 89The reflective process 91Reflective practice 92Knowledge used in practice 94The components of reflective practice 98Frameworks for reflection 98What is reflexivity? 102Why bother with reflection? 104Critical incidents 105Legitimising reflection 107Summary 107Chapter 5 Learning styles and teaching theories 110Kate Kilgallon and Janet Thompson with contributions from Phil RaceIntroduction 110Personality traits 111Self-awareness 113Learning styles 118Learning theories 125How can mentors underpin successful learning? 127Communication in a healthcare setting 129Approaches to learning 131Summary 139Chapter 6 The mentor as assessor 142Janet Thompson with contributions from Linda Kenward andAnthea WilsonIntroduction 142Why assess? 143The mentor as assessor 144Learning environment and audit 146Educational audit 151Coercion in mentoring 152Types of assessment 153Assessing competence 158Reasonable adjustments 161Failing a student: putting in the eff ort but feeling guilty 164Summary 165Chapter 7 Competence and capability: a framework for collaborative learning and working 168Frances Gordon and Hilary Pengelly with contributions from Janet ThompsonIntroduction 168Competence and capability 169Interprofessional education and practice 174The Interprofessional Capability Framework 176An analysis of the practice utility of interprofessional capability in the context of child safeguarding or protection 177Summary 189Chapter 8 Mentoring – health improvement 194Janet Thompson with contributions from Linda KenwardIntroduction 194Health improvement 195Health improvement policies 196Partnership working 198Empowerment 203Portraying or enactment of the health promoter role 206Health inequalities 207Ethical considerations 209Education and practice gap 211Summary 213Chapter 9 Career development 216Janet Thompson with contributions from Linda KenwardIntroduction 216Pre-registration career pathways 217Career entry routes 219Generic frameworks and policies for career progression 221Career planning or happy accident? 225Diversity of roles 228Using your mentoring skills to further your career 233Where would you like to see your career in the future? 237Summary 237Chapter 10 Some final points 239Janet Thompson with contributions from Dorothy Adam and Leigh KenwardIntroduction 239Response to scenario 10.1 240Response to scenario 10.2 241Response to scenario 10.3 241Response to scenario 10.4 242Response to scenario 10.5 243Response to scenario 10.6 243Reflection on scenario 10.7 244Reflection on scenario 10.8 245Response to scenario 10.9 246Response to scenario 10.10 247Response to scenario 10.11 248Reflection on scenario 10.12 249Reflection on scenario 10.13 250Reflection on scenario 10.14 251Reflection on scenario 10.15 252Response to scenario 10.16 252Response to scenario 10.17 253Response to scenario 10.18 254Response to scenario 10.19 255Summary 255Index 257

Kate Kilgallon is Senior Lecturer at Teesside University, UK. Janet Thompson is Senior Lecturer at Robert Gordon University, UK.

“This practical guide will enhance a deep level of understanding and knowledge of mentorship.  It is an invaluable resource on mentorship in nursing and health care.”  (Nursing Standard, 3 October 2012)

• About the editors xiList of contributors xiiPreface xiiiAcknowledgements xivChapter 1 Mentorship 1Kate KilgallonIntroduction 1Mentoring and mentorship 2Why do students need a mentor? 5What should a mentor do? 8Mentorship and coaching 16Education support roles and functions 22Summary 24Chapter 2 The mentor–student relationship 26Kate KilgallonIntroduction 26Policies for mentoring 27Initiating the mentor–student relationship 28Stages of the mentor–student relationship 31Establishing a mentor–student relationship 34Mentoring students through transitions 37Difficulties establishing an effective mentor–student relationship 39What do students find difficult? 41Enabling learning 43Disabling learning 45Other factors that may affect the companion stage of the mentor–student relationship 46Summary 52Chapter 3 The mentor as teacher 54Janet Thompson with contributions from Linda KenwardIntroduction 54Defining teaching 55Constructivism versus objectivism 66Andragogy versus pedagogy 67Factors affecting learning 74The learning environment 74Summary 78Chapter 4 Experiential learning and reflective practice 81Kate KilgallonIntroduction 81Learning through practice 82A model for learning through experience 84What is reflection? 89The reflective process 91Reflective practice 92Knowledge used in practice 94The components of reflective practice 98Frameworks for reflection 98What is reflexivity? 102Why bother with reflection? 104Critical incidents 105Legitimising reflection 107Summary 107Chapter 5 Learning styles and teaching theories 110Kate Kilgallon and Janet Thompson with contributions from Phil RaceIntroduction 110Personality traits 111Self-awareness 113Learning styles 118Learning theories 125How can mentors underpin successful learning? 127Communication in a healthcare setting 129Approaches to learning 131Summary 139Chapter 6 The mentor as assessor 142Janet Thompson with contributions from Linda Kenward andAnthea WilsonIntroduction 142Why assess? 143The mentor as assessor 144Learning environment and audit 146Educational audit 151Coercion in mentoring 152Types of assessment 153Assessing competence 158Reasonable adjustments 161Failing a student: putting in the eff ort but feeling guilty 164Summary 165Chapter 7 Competence and capability: a framework for collaborative learning and working 168Frances Gordon and Hilary Pengelly with contributions from Janet ThompsonIntroduction 168Competence and capability 169Interprofessional education and practice 174The Interprofessional Capability Framework 176An analysis of the practice utility of interprofessional capability in the context of child safeguarding or protection 177Summary 189Chapter 8 Mentoring – health improvement 194Janet Thompson with contributions from Linda KenwardIntroduction 194Health improvement 195Health improvement policies 196Partnership working 198Empowerment 203Portraying or enactment of the health promoter role 206Health inequalities 207Ethical considerations 209Education and practice gap 211Summary 213Chapter 9 Career development 216Janet Thompson with contributions from Linda KenwardIntroduction 216Pre-registration career pathways 217Career entry routes 219Generic frameworks and policies for career progression 221Career planning or happy accident? 225Diversity of roles 228Using your mentoring skills to further your career 233Where would you like to see your career in the future? 237Summary 237Chapter 10 Some final points 239Janet Thompson with contributions from Dorothy Adam and Leigh KenwardIntroduction 239Response to scenario 10.1 240Response to scenario 10.2 241Response to scenario 10.3 241Response to scenario 10.4 242Response to scenario 10.5 243Response to scenario 10.6 243Reflection on scenario 10.7 244Reflection on scenario 10.8 245Response to scenario 10.9 246Response to scenario 10.10 247Response to scenario 10.11 248Reflection on scenario 10.12 249Reflection on scenario 10.13 250Reflection on scenario 10.14 251Reflection on scenario 10.15 252Response to scenario 10.16 252Response to scenario 10.17 253Response to scenario 10.18 254Response to scenario 10.19 255Summary 255Index 257