Mentoring in Nursing and Healthcare (häftad)
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Wiley-Blackwell (an imprint of John Wiley & Sons Ltd)
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Mentoring in Nursing and Healthcare (häftad)

Mentoring in Nursing and Healthcare

A Practical Approach

Häftad Engelska, 2012-04-10
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Mentoring in Nursing and Healthcare is a practical, interactive resource that promotes active participation and enhances a deeper level of understanding of mentorship. It explores what is meant by the process of mentoring, addresses what a mentor is, what the role entails, and gives practical help on teaching and assessing students in clinical practice. Written primarily for mentors, this book offers a range of theoretical and practical activities and resources that are enhanced by online learning resources. Each chapter focuses on a different aspect of mentorship, including: * The role of mentorship * The mentor-student relationship * The mentor as teacher * Experiential learning and reflective practice * Learning styles and teaching theories * The mentor as assessor * Competence and capability * Health improvement * Career development A core text for mentor preparation and mentor update courses in nursing and allied health, Mentoring in Nursing and Healthcare is an essential guide that supports learning and ongoing professional development. Key Features: * Includes not only the latest and most up-to-date NMC standards, but also the Health and Care Professions Council's standards of proficiency * Accessible and practice-oriented, with case studies, reflective exercises and activities throughout * Has a strong focus on assessment skills * Supported by interactive online resources that include test-yourself questions, multiple choice questions, web-links, PowerPoint slides, case studies, and activities at
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Recensioner i media

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)

Övrig information

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


About the editors xi List of contributors xii Preface xiii Acknowledgements xiv Chapter 1 Mentorship 1 Kate Kilgallon Introduction 1 Mentoring and mentorship 2 Why do students need a mentor? 5 What should a mentor do? 8 Mentorship and coaching 16 Education support roles and functions 22 Summary 24 Chapter 2 The mentor student relationship 26 Kate Kilgallon Introduction 26 Policies for mentoring 27 Initiating the mentor student relationship 28 Stages of the mentor student relationship 31 Establishing a mentor student relationship 34 Mentoring students through transitions 37 Difficulties establishing an effective mentor student relationship 39 What do students find difficult? 41 Enabling learning 43 Disabling learning 45 Other factors that may affect the companion stage of the mentor student relationship 46 Summary 52 Chapter 3 The mentor as teacher 54 Janet Thompson with contributions from Linda Kenward Introduction 54 Defining teaching 55 Constructivism versus objectivism 66 Andragogy versus pedagogy 67 Factors affecting learning 74 The learning environment 74 Summary 78 Chapter 4 Experiential learning and reflective practice 81 Kate Kilgallon Introduction 81 Learning through practice 82 A model for learning through experience 84 What is reflection? 89 The reflective process 91 Reflective practice 92 Knowledge used in practice 94 The components of reflective practice 98 Frameworks for reflection 98 What is reflexivity? 102 Why bother with reflection? 104 Critical incidents 105 Legitimising reflection 107 Summary 107 Chapter 5 Learning styles and teaching theories 110 Kate Kilgallon and Janet Thompson with contributions from Phil Race Introduction 110 Personality traits 111 Self-awareness 113 Learning styles 118 Learning theories 125 How can mentors underpin successful learning? 127 Communication in a healthcare setting 129 Approaches to learning 131 Summary 139 Chapter 6 The mentor as assessor 142 Janet Thompson with contributions from Linda Kenward and Anthea Wilson Introduction 142 Why assess? 143 The mentor as assessor 144 Learning environment and audit 146 Educational audit 151 Coercion in mentoring 152 Types of assessment 153 Assessing competence 158 Reasonable adjustments 161 Failing a student: putting in the effort but feeling guilty 164 Summary 165 Chapter 7 Competence and capability: a framework for collaborative learning and working 168 Frances Gordon and Hilary Pengelly with contributions from Janet Thompson Introduction 168 Competence and capability 169 Interprofessional education and practice 174 The Interprofessional Capability Framework 176 An analysis of the practice utility of interprofessional capability in the context of child safeguarding or protection 177 Summary 189 Chapter 8 Mentoring health improvement 194 Janet Thompson with contributions from Linda Kenward Introduction 194 Health improvement 195 Health improvement policies 196 Partnership working 198 Empowerment 203 Portraying or enactment of the health promoter role 206 Health inequalities 207 Ethical considerations 209 Education and practice gap 211 Summary 213 Chapter 9 Career development 216 Janet Thompson with contributions from Linda Kenward Introduction 216 Pre-registration career pathways 217 Career entry routes 219 Generic frameworks and policies for career progression 221 Career planning or happy accident? 225 Diversity of roles 228 Using your mentoring skills to further your career 233 Where would you like to see your career in the future? 237 Summary 237 Chapter 10 Some final points 239 Janet Thompson with contributions from Dorot