Supervising and Assessing Student Nurses and Midwives in Clinical Practice

Professor Debbie Roberts is Director of the School of Nursing and Allied Health at Liverpool John Moores University. She has deep expertise in nursing, with over 30 years of experience as a qualified nurse, and 20 years as a nurse academic for universities in Wales and England. Debbie’s areas of teaching and research expertise includes practice and immersive learning, as well as clinical simulation. She has a particular interest in linking research, teaching and innovation; ensuring that evidence-based teaching is used within nurse education and relevant research is embedded into the curriculum. Widely published in the field of nurse education, Professor Roberts has edited a text book (currently being revised as second edition), and contributed to two others, used as a core texts in nurse education programmes in several countries. She also has published 30 peer-reviewed articles for international journals with her work often cited by others, indicating the impact of her ideas on teaching and learning internationally. Professor Roberts has established a wide range of national and international links through her work as an external examiner and on the editorial board of Nurse Education in Practice, and as Scientific Co-Chair of the 2016 NETNEP Global Nurse Education Conference. In 2019, she was nominated as one of the top 100 women in Wales in the inaugural Welsh Women’s Awards, which celebrate those women who continue to thrive and excel at the forefront of their professions and make meaningful contributions to the country.

• About the authors; Foreword; Abbreviations; Introduction1. The context of practice supervision and assessmentDebbie Roberts1.1 Introduction1.2 Clinical wisdom1.3 The changing landscape1.4 Summary2. Developing the education teamJacqueline Leigh and Debbie Roberts2.1 Introduction2.2 Global standards for the initial education of professional nurses and midwives2.3 The quality practice learning environment2.4 NMC Future nurse: Standards of proficiency for registered nurses; and Realising professionalism: Part 3: Standards for education and training2.4 NMC Part 2: Standards for student supervision and assessment - implications for practice teaching, learning and assessment2.5 Managing disagreement about student progression2.6 Summary3. Using coaching conversations and coaching models to promote effective supervision and assessmentJacqueline Leigh, Kisma Anderson, Anne Medcalf, Andrea Surtees and Wendy Sutton3.1 Introduction3.2 Coaching and mentoring3.3 Promoting effective supervision, assessment and clinical leadership development through coaching in clinical practice3.4 Exploring the core concepts of coaching conversations3.5 Coaching spectrum3.6 Exploring the qualities of the supervisor who effectively applies coaching conversations3.7 Clinical leadership development through engaging in coaching conversations3.8 The GM Synergy coaching model3.9 Summary4. Interprofessional supervision of student learningJoanna Barlow, Leigh Campbell, Zoe Tilley and Jo Pierce4.1 Introduction4.2 Interprofessional learning in the healthcare environment4.3 Interprofessional supervision in healthcare to foster learning4.4 Role of the allied health professional as a practice supervisor4.5 Summary5. Facilitating learning through feedback and feedforwardPeggy Murphy and Hannah Dixon5.1 Introduction5.2 What is feedback in clinical practice?5.3 What is feedforward in clinical practice?5.4 The principles of effective feedback5.5 Feedback for learning5.6 The feedback conversation: feedback as a reciprocal process5.7 Professional requirements for feedback5.8 Peer feedback5.9 Ways to encourage students to engage with feedback5.10 Managing difficult conversations5.11 Summary6. Supporting students through challenging practice supervision and assessment situationsElaine Beaumont, Gail Norris and Caroline J. Hollins Martin6.1 Introduction6.2 Student support in the learning environment6.3 How does clinical supervision work in the context of student trauma?6.4 Compassionate mind training6.5 Summary7. What is assessment and what are we assessing?Debbie Roberts7.1 Introduction7.2 The practice assessor7.3 Assessment practices7.4 Types of assessment7.5 Self-assessment7.6 Patient/client/consumer/service user engagement in assessment7.7 Assessment as an emotional endeavour7.8 Summary8. Using simulation-based education for supervision and assessment of student learningLeah Greene8.1 Introduction8.2 Background8.3 Technology-enhanced learning8.4 Writing effective scenarios8.5 Being 'supervisor ready'8.6 Using simulation for assessments8.7 Summary9. The future of practice learningJacqueline Leigh9.1 Introduction9.2 Creating the best environment for practice learning and supervision and assessment9.3 The practice learning environment9.4 Exploring the concepts of a learning organisation9.5 Applying leadership skills to create opportunities for innovative practice learning and to promote the quality practice learning environment9.6 Applying the concepts (five disciplines) of a learning organisation together with the qualities and behaviours of the leader to promote effective practice learning9.7 Applying strategies for creating innovative student learning experiences9.8 Alternative models of nurse education9.9 SummaryIndex