Practice Based Learning in Nursing Health and Social Care Mentorship Facilitation and Supervision 1st Edition by Ian Scott, Jenny Spouse 978-0470656068

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ISBN 13: 978-0470656068

Author: Ian Scott, Jenny Spouse

Practice Based Learning in Nursing, Health and Social Care promotes effective professional learning in the workplace and helps healthcare professionals to develop, enhance, reflect on and change their practice and perceptions of mentoring, facilitating, and supervision

Aimed at the health and social care practitioner who is involved in facilitating learning, teaching and assessing learners in practice, this essential, comprehensive text explores several key themes, including:

• The nature of facilitating (coaching, supervision, mentoring) within professional contexts
• Learning in communities of practice
• Becoming an effective facilitator/mentor
• Understand and supporting work-based learning
• Managing the unusual, such as failing learners or those with special needs
• Giving and documenting feedback
• Managing workloads in busy environments
• Professional development issues

Practice Based Learning in Nursing Health and Social Care Mentorship Facilitation and Supervision 1st Table of contents:

Mentoring and Supervision and Other Facilitative Relationships
Ian Scott and Jenny Spouse

Introduction

Exploring the Role of the Practitioner Teacher

Mentor

Supervisor

Coach

Apprenticeship and Its Relationship to Mentorship and Supervision

Why Learning Facilitators Are Important

What About the Learner Perspective?

Attributes and Knowledge for the Learning and Teaching Role

The Workplace and Learning

Summary

Personal and Professional Aspects of Supervising Others
Jenny Spouse

Introduction

Creating a Learning Partnership: Ways in Which Relationships Between Learner and Facilitator Enhance Learning

Being a Newcomer

Establishing the Relationship

Professional Boundaries Including Duty of Care, Professional Accountability, and Educational Responsibility

Duty of Care

Educational Responsibility

Professional Accountability

Learners’ Perspective on Supportive Relationships

Models of Mentoring/Supervision

One-to-One Mentoring

Team Mentoring

Peer Mentorship

Approaches to Mentoring

Emotional Labour and Mentoring

Summary

The Workplace as a Learning Environment: Structures and Sources of Support and Supervision
Jenny Spouse

Introduction

Concept of a Learning Environment, Micro and Macro Factors

What is a Learning Environment?

Influence of Geography on the Learning Environment

Policies and Protocols and the Learning Environment

Staffing and Skill Mix

Supporting Visiting Learners

Protocols

Collaborative Learning Among the Professions

Summary

Practice Settings as a Learning Resource
Jenny Spouse

Introduction

External Influences on Professional Education

Commissioning and Developing Professional Programmes

Collaborative Curriculum Design

Curriculum Planning for Placements

Creating a Curriculum for Practice and a Learning Agenda

Developing Learning Resources and Making Them Accessible

Quality Assurance

Summary

Identifying Your Learner’s Needs and Documenting a Working Learning Plan
Jenny Spouse

Introduction

Sponsorship to a Community of Practice

Identifying and Assessing Learning Needs – The Components and Some Strategies

Writing a Working Learning Plan, Its Uses and Abuses

Exploring and Explaining Theories of How People Learn

Meeting the Needs of Learners with Special Needs: Promoting Diversity, Inclusivity, and Equality

Disability in the Workplace

Supporting Learners with Dyslexia

Supporting Learners with Sensory Impairment

Supporting Learners with Mental-Health Needs

Summary

Facilitating Professional Development
Jenny Spouse

Introduction

What Learners Want to Know

Learning to Relate to Patients and Their Carers

Developing Technical Knowledge

Explaining and Exploring Using the Model of Practical Skill Performance

Legitimate Peripheral Participation

Explaining and Exploring Social Theories of Learning

Learning to Bundle Practice Activities Together

Developing Craft Knowledge

Managing Personal Feelings

Developing the Essence of Professional Practice: Therapeutic Action – Caring Comportment

Working in a Community of Practice

Exploring and Explaining the Value of Being Welcomed to an Unfamiliar Social Environment

Summary

Reporting on Progress: Assessing Performance and Keeping Evidence
Ian Scott

Introduction

Assessing and Assessment

Types of Assessment

Formative Assessment

Summative Assessment

Informal and Formal Assessment

Continuous Assessment

Some Assessment Principles

Learning Outcome

Doing the Assessing

Pre-Practice Assessment: Assessment Through Simulation

Pre-Practice Assessment: Using Reflection and Analysis

Pre-Practice Assessment: Discussion of Practice Prior to Practice

Pre-Practice Assessment: Case Studies

Pre-Practice Assessment: Challenge Scenarios

Pre-Practice Assessment: Witness Testimonials

Assessments During Practice: Direct Observation

Using an Assessment Tool

Keeping Records

Assessment During Practice: By Patients, Users, and Clients

Assessments During Practice: Direct Observation of Group Activities

Assessments During Practice: Discussion of Practice as It Occurs

Assessment After Practice: Reflective Analyses or Commentaries

Assessment After Practice Debrief with Mentor

Self-Assessment

Role of an Assessment Strategy

Failing Learners

Improving Your Assessment Skills

Summary

Giving Feedback and Documenting Progress
Ian Scott

Introduction

Feedback: Some Basics from Theory

Feedback and Systems

Feedback in Practice

Responses to Your Feedback

Giving Feedback: Some General Guidance

Suggestions for Successful Feedback: Some Dos and Don’ts

Models for Giving Feedback

Documents

Professional Implications of Documented Records

Improving Your Feedback

Summary

Inquiring into Personal Professional Practice
Ian Scott

Introduction

Inquiring into Personal Professional Practice

What is Action Inquiry?

Using Action Inquiry in Everyday Practice

Role of Reflection in Action Inquiry

What is Reflection?

Using Other Models of Reflective Practice

Role of Empirical Evidence in Action Inquiry

Sources of Empirical Data

Group Approaches to Action Inquiry

Action Learning Sets

Appreciative Inquiry

Summary

Personal and Professional Development Planning
Ian Scott

Introduction

Personal and Professional Development Planning

Defining Professional Development

Professional Development Planning and Appraisal Systems

Differences in Purpose

Goal Setting

Finding a Vision of You

Other Visioning Techniques

Importance of Values

Where Are You Now?

Goal Setting

Professional Recognition as a Clinical Educator

Becoming a Mentor, Facilitator, or Supervisor

Priority Setting

Importance

Challenging the Barriers

Recording Your Goals

Professional Development Opportunities

Recording Your Achievements

Closing the Circle: Finding Your Own Mentor/Facilitator

Questions to Use When Choosing a Mentor/Facilitator

Summary

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