Mentoring in Nursing and Healthcare A Practical Approach

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9781444336542 | 1444336541
Cover: Paperback
Copyright: 4/30/2012

Buy New

Print on Demand: 2-4 Weeks. This item cannot be cancelled or returned.

$40.93
eBook

Available Instantly

Online: 1825 Days

Downloadable: Lifetime Access

$34.88

If your role as a health care professional involves training, supporting, mentoring and assessing learners in the workplace then this book has been designed around your needs. This practical and accessible guide 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. The book aims to enhance and develop qualified practitioners' knowledge and skills to enable them to competently support a wide range of learners from all health care professions whilst facilitating skills development in practice. This is a core text for mentor preparation courses in nursing, midwifery and across the healthcare sector. It will support learning and ongoing professional development for all healthcare professionals.

About the editors	p. xi
List of contributors	p. xii
Preface	p. xiii
Acknowledgements	p. xiv
Mentorship	p. 1
Introduction	p. 1
Mentoring and mentorship	p. 2
Why do students need a mentor?	p. 5
What should a mentor do?	p. 8
Mentorship and coaching	p. 16
Education support roles and functions	p. 22
Summary	p. 24
The mentor-student relationship	p. 26
Introduction	p. 26
Policies for mentoring	p. 27
Initiating the mentor-student relationship	p. 28
Stages of the mentor-student relationship	p. 31
Establishing a mentor-student relationship	p. 34
Mentoring students through transitions	p. 37
Difficulties establishing an effective mentor-student relationship	p. 39
What do students find difficult?	p. 41
Enabling learning	p. 43
Disabling learning	p. 45
Other factors that may affect the companion stage of the mentor-student relationship	p. 46
summary	p. 52
The mentor as teacher	p. 54
Introduction	p. 54
Defining teaching	p. 55
Constructivism versus objectivism	p. 66
Andragogy versus pedagogy	p. 67
Factors affecting learning	p. 74
The learning environment	p. 74
Summary	p. 78
Experiential learning and reflective practice	p. 81
Introduction	p. 81
Learning Through Practice	p. 82
A model for learning through experience	p. 84
What is reflection?	p. 89
The reflective process	p. 91
Reflective practice	p. 92
Knowledge used in practice	p. 94
The Components of reflective practice	p. 98
Frameworks for reflection	p. 98
What is reflexivity?	p. 102
Why bother with reflection?	p. 104
Critical incidents	p. 105
Legitimising reflection	p. 107
Summary	p. 107
Learning styles and teaching theories	p. 110
Introduction	p. 110
Personality traits	p. 111
Self-awareness	p. 113
Learning styles	p. 118
Learning theories	p. 125
How can mentors underpin successful learning?	p. 127
Communication in a healthcar setting	p. 129
Approaches to learning	p. 131
Summary	p. 139
The mentor as assessor	p. 142
Introduction	p. 142
Why assess?	p. 143
The mentor as assessor	p. 144
Learning environment and audit	p. 146
Educational audit	p. 151
Coercion in mentoring	p. 152
Types of assessment	p. 153
Assessing competence	p. 158
Resonable adjustments	p. 161
Failing a student: putting in the effort but feeling guilty	p. 164
summary	p. 165
Competence and capability a framework for collaborative learning and working	p. 168
Introduction	p. 168
Competence and capability	p. 169
Interprofessional education and practice	p. 174
The Interprofessional Capability Framework	p. 176
An analysis of the practice utility of interprofessional capability in the context of child safeguarding or protection	p. 177
summary	p. 189
Mentoring - health improvement	p. 194
Introduction	p. 194
Health improvement	p. 195
Health improvement policies	p. 196
Partnership working	p. 198
Empowerment	p. 203
Portraying or enactment of the health promoter role	p. 206
Health inequalities	p. 207
Ethical considerations	p. 209
Education and practice gap	p. 211
Summary	p. 213
Career development	p. 216
Introduction	p. 216
Pre-registration career pathways	p. 217
Career entry routes	p. 219
Generic frameworks and policies for career progression	p. 221
Career planning or happy accident?	p. 225
Diversity of roles	p. 228
Using your mentoring skills to further your career	p. 233
where would you like to see your career in the future?	p. 237
Summary	p. 237
Some final points	p. 239
Introduction	p. 239
Response to scenario	p. 240
Response to scenario	p. 241
Response to scenario	p. 241
Response to scenario	p. 242
Response to scenario	p. 243
Response to scenario	p. 243
Response to scenario	p. 244
Response to scenario	p. 245
Response to scenario	p. 246
Response to scenario	p. 247
Response to scenario	p. 248
Response to scenario	p. 249
Response to scenario	p. 250
Response to scenario	p. 251
Response to scenario	p. 252
Response to scenario	p. 252
Response to scenario	p. 253
Response to scenario	p. 254
Response to scenario	p. 255
Summary	p. 255
Index	p. 257
Table of Contents provided by Ingram. All Rights Reserved.

Please wait while the item is added to your bag...

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Mentoring in Nursing and Healthcare A Practical Approach

Summary

Author Biography

Table of Contents

Supplemental Materials