Description
Mentoring in Nursing and Healthcare
A Practical Approach
Authors: Kilgallon Kate, Thompson Janet
Language: English
Subject for Mentoring in Nursing and Healthcare:
288 p. · 15.2x22.7 cm · Paperback
Description
/li>Contents
/li>Biography
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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 www.wiley.com/go/mentoring
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 andAnthea 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 eff ort 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 Dorothy Adam and Leigh Kenward
Introduction 239
Response to scenario 10.1 240
Response to scenario 10.2 241
Response to scenario 10.3 241
Response to scenario 10.4 242
Response to scenario 10.5 243
Response to scenario 10.6 243
Reflection on scenario 10.7 244
Reflection on scenario 10.8 245
Response to scenario 10.9 246
Response to scenario 10.10 247
Response to scenario 10.11 248
Reflection on scenario 10.12 249
Reflection on scenario 10.13 250
Reflection on scenario 10.14 251
Reflection on scenario 10.15 252
Response to scenario 10.16 252
Response to scenario 10.17 253
Response to scenario 10.18 254
Response to scenario 10.19 255
Summary 255
Index 257
Kate Kilgallon is Senior Lecturer at Teesside University, UK.
Janet Thompson is Senior Lecturer at Robert Gordon University, UK.
