{"product_id":"collaborative-learning-in-practice-9781119695363","title":"Collaborative Learning in Practice","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eCited in the 2015 Willis review on nurse education as an exemplary system-wide approach for supporting learning in practice, Collaborative Learning in Practice (CLiP) is an innovative coaching model that empowers students to take the lead in their practice through creating positive learning cultures.    Collaborative Learning in Practice provides a detailed description of the CLiP model and explains how coaching can be integrated into a range of learning conversations. Written by an experienced team of practitioners, this unique text describes the theoretical basis of the CLiPmodel, highlights potential pitfalls and successes, and offers practical guidance on implementation. A wealth of real-world case studies demonstrates how the CLiPmodel works in a range of professional and practice settings, considering healthcare education, research and leadership. This authoritative book: Provides an overview of the innovative CLiP model of practice-based learning, linked to the NMC standards for student supervision and assessmentOffers numerous real-life examples of how to implement and evaluate CLIP in practiceExplores the use of reverse mentoring to update and share knowledge collaborativelyDiscusses how coaching approaches such as GROW and OSCAR can enhance learning experiencesIncludes access to online learning tools including self-assessment tests, additional practical scenarios and case studies, and links to further reading Developing practitioner knowledge and skill through an accessible, reader-friendly approach, Collaborative Learning in Practice is an essential resource for nursing and allied healthcare educators, nursing and healthcare students, and practice mentors, supervisors, and assessors in clinical environments.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCollaborator Biographies xiii\u003c\/p\u003e \u003cp\u003eForeword xix\u003c\/p\u003e \u003cp\u003eAcknowledgements xxiii\u003c\/p\u003e \u003cp\u003eAbbreviations xxv\u003c\/p\u003e \u003cp\u003eAbout the Companion Website xxvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction \u003c\/b\u003e\u003cb\u003e1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKenda Crozier, Charlene Lobo and Rachel Paul\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReferences 4\u003c\/p\u003e \u003cp\u003eGlossary 5\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Evolution of CLiP\u003csup\u003eTM\u003c\/sup\u003e \u003c\/b\u003e\u003cb\u003e7\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Changes in Practice Learning \u003c\/b\u003e\u003cb\u003e9\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKenda Crozier and Charlene Lobo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eRegulation of Nurse and Midwifery Education 9\u003c\/p\u003e \u003cp\u003eThe Return of the Apprentice 13\u003c\/p\u003e \u003cp\u003eClinical Practice Education 13\u003c\/p\u003e \u003cp\u003eEstablishing a Quality Learning Environment 15\u003c\/p\u003e \u003cp\u003eReferences 17\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Models of Practice Learning \u003c\/b\u003e\u003cb\u003e20\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKenda Crozier\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePractice Education 20\u003c\/p\u003e \u003cp\u003ePractice Educator Roles 22\u003c\/p\u003e \u003cp\u003eFaculty and Clinical Educators in Practice Settings 23\u003c\/p\u003e \u003cp\u003eUK Mentorship Model 25\u003c\/p\u003e \u003cp\u003eHub and Spoke Models 28\u003c\/p\u003e \u003cp\u003eThe Student Perspective 29\u003c\/p\u003e \u003cp\u003eDedicated Education Units and Clinical Clusters 31\u003c\/p\u003e \u003cp\u003eReal-Life Learning Wards 33\u003c\/p\u003e \u003cp\u003eReferences 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The CLiP\u003csup\u003eTM\u003c\/sup\u003e Model \u003c\/b\u003e\u003cb\u003e39\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eCharlene Lobo and Jonty Kenward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDomains of CLiP 43\u003c\/p\u003e \u003cp\u003eOrganisation of Learning 43\u003c\/p\u003e \u003cp\u003eCoaching Philosophy 46\u003c\/p\u003e \u003cp\u003ePrinciples of CLiP 47\u003c\/p\u003e \u003cp\u003eCollaboration 47\u003c\/p\u003e \u003cp\u003eReal-Life Learning 50\u003c\/p\u003e \u003cp\u003eTime to Teach and Time to Learn 53\u003c\/p\u003e \u003cp\u003eStepping up and Stepping Back 55\u003c\/p\u003e \u003cp\u003eFeedback and Assessment 57\u003c\/p\u003e \u003cp\u003eReferences 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 System-Wide Approaches to CLiP\u003csup\u003eTM\u003c\/sup\u003e \u003c\/b\u003e\u003cb\u003e64\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 The South West CLiP\u003csup\u003eTM\u003c\/sup\u003e Community Cluster Project 65\u003cbr\u003e\u003ci\u003eJane Bunce\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBackground and Drivers 65\u003c\/p\u003e \u003cp\u003eWhy CLiP? 65\u003c\/p\u003e \u003cp\u003eProject Overview 66\u003c\/p\u003e \u003cp\u003eHow Was CLiP Implemented in the Pilot Sites? 66\u003c\/p\u003e \u003cp\u003eWhat Worked Well in the Pilot? 67\u003c\/p\u003e \u003cp\u003eWhat Were the Main Challenges? 68\u003c\/p\u003e \u003cp\u003eWhat Did We Decide we Would Do Differently Following the Pilot? 68\u003c\/p\u003e \u003cp\u003eReferences 69\u003c\/p\u003e \u003cp\u003e4.2 Lancashire Teaching Hospitals NHS Foundation Trust Implementation of the CLiP\u003csup\u003eTM\u003c\/sup\u003e Model of Supervision 70\u003cbr\u003e\u003ci\u003eJonty Kenward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBackground and Drivers 70\u003c\/p\u003e \u003cp\u003eKey Aims 71\u003c\/p\u003e \u003cp\u003eImplementation 71\u003c\/p\u003e \u003cp\u003eWhat Worked Well on Implementation 73\u003c\/p\u003e \u003cp\u003eWhat Were the Main Challenges? 73\u003c\/p\u003e \u003cp\u003eTop Tips 74\u003c\/p\u003e \u003cp\u003eReferences 74\u003c\/p\u003e \u003cp\u003e4.3 James Paget University NHS Foundation Trust Implementing the CLiP\u003csup\u003eTM\u003c\/sup\u003e Model in Maternity Care 75\u003cbr\u003e\u003ci\u003eKenda Crozier, Jodie Yerrell and Kirsty Tweedie\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 75\u003c\/p\u003e \u003cp\u003eHow Was CLiP Implemented? 75\u003c\/p\u003e \u003cp\u003eTimeline 79\u003c\/p\u003e \u003cp\u003eTop Tips 79\u003c\/p\u003e \u003cp\u003eReferences 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Coaching Theory and Models \u003c\/b\u003e\u003cb\u003e81\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRachel Paul\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCoaching Theory 82\u003c\/p\u003e \u003cp\u003eThe Psychodynamic Coaching Approach 84\u003c\/p\u003e \u003cp\u003eCognitive Behavioural Coaching 86\u003c\/p\u003e \u003cp\u003eThinking errors to be aware of as a coach, educator, or student 89\u003c\/p\u003e \u003cp\u003eSolutions Focused Coaching 90\u003c\/p\u003e \u003cp\u003ePerson-Centred Coaching 92\u003c\/p\u003e \u003cp\u003eGestalt and Coaching 93\u003c\/p\u003e \u003cp\u003eNarrative Coaching 94\u003c\/p\u003e \u003cp\u003ePsychological Development in Adulthood and Coaching 94\u003c\/p\u003e \u003cp\u003ePositive Psychology 95\u003c\/p\u003e \u003cp\u003eBeing resilient…bouncebackability 96\u003c\/p\u003e \u003cp\u003eTransactional Analysis 96\u003c\/p\u003e \u003cp\u003eSome Conclusions 98\u003c\/p\u003e \u003cp\u003eKey coaching skills and templates to experiment with 99\u003c\/p\u003e \u003cp\u003eReferences 101\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Evaluation \u003c\/b\u003e\u003cb\u003e103\u003cbr\u003e\u003c\/b\u003e6.1 Plymouth University 104\u003cbr\u003e\u003ci\u003eGraham Williamson, Adele Kane and Jane Bunce\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBackground 104\u003c\/p\u003e \u003cp\u003eStudy 1: Collaborative Learning in Practice: A Systematic Review and Narrative Synthesis of the Research Evidence in Nurse Education 105\u003c\/p\u003e \u003cp\u003eStudy 2: ‘Thinking like a Nurse’. Changing the Culture of Nursing Students’ Clinical Learning: Implementing Collaborative Learning in Practice 107\u003c\/p\u003e \u003cp\u003eStudy 3: Investigating the Implementation of a Collaborative Learning in a Practice Model of Nurse Education in a Community Placement Cluster: A Qualitative Study 109\u003c\/p\u003e \u003cp\u003eStudy 4: Student Nurses, Increasing Placement Capacity and Patient Safety. A Retrospective Cohort Study 111\u003c\/p\u003e \u003cp\u003eSummary and Key Messages 112\u003c\/p\u003e \u003cp\u003eReferences 113\u003c\/p\u003e \u003cp\u003e6.2 University of East Anglia 115\u003cbr\u003e\u003ci\u003eAntony Arthur, Rebekah Hill and Michael Woodward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIs it Better Than What We Did Before? The Challenge of Evaluating New Models of Practice Learning 115\u003c\/p\u003e \u003cp\u003eReferences 116\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Coaching Application \u003c\/b\u003e\u003cb\u003e117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Introduction to Coaching in Practice \u003c\/b\u003e\u003cb\u003e119\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRachel Paul and Charlene Lobo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLanguage of Coaching 120\u003c\/p\u003e \u003cp\u003eThinking Errors 124\u003c\/p\u003e \u003cp\u003e ‘Clean’ Language 124\u003c\/p\u003e \u003cp\u003eRe-Phrasing 128\u003c\/p\u003e \u003cp\u003eThe Learning Journey 129\u003c\/p\u003e \u003cp\u003eHaving Difficult Conversations 131\u003c\/p\u003e \u003cp\u003eReferences 134\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 ‘A Coaching Day’ \u003c\/b\u003e\u003cb\u003e135\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRachel Paul, Charlene Lobo and Jonty Kenward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eScenario 1: Beginning the Shift, Managing and Negotiating Student-Led Learning 137\u003c\/p\u003e \u003cp\u003eScenario 2: One-to-One Supervision – Using a Coaching Approach to Assess\/Make Judgements About Student Competence\/the Level of Supervision Needed 143\u003c\/p\u003e \u003cp\u003eScenario 3: Checking in Midway Conversation 146\u003c\/p\u003e \u003cp\u003eScenario 4: End of a Shift – Using Coaching Approaches to Giving Feedback 150\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Acute Adult Care – Orthopaedic and Trauma Ward \u003c\/b\u003e\u003cb\u003e154\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRachel Paul, Charlene Lobo and Helen Bell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eScenario 1: A Positive Perspective of the ‘Failing Student’: Helping Students Understand Their Development Needs and Action Planning to Meet Them 156\u003c\/p\u003e \u003cp\u003eScenario 2: ‘There is no such thing as a failing student’ 161\u003c\/p\u003e \u003cp\u003eScenario 3: Solution-Focused Conversations and Supporting the Student’s Emotional Intelligence to Help Turn a Negative Situation into Positive Learning 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Community Nursing Case Study \u003c\/b\u003e\u003cb\u003e169\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRachel Paul, Charlene Lobo and Theresa Walker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCommunity Nursing – City Team A 170\u003c\/p\u003e \u003cp\u003eScenario 1: Unconfident Student, Overcoming Obstacles to Learning 171\u003c\/p\u003e \u003cp\u003eHow the Situation Was Resolved 176\u003c\/p\u003e \u003cp\u003eScenario 2: Team Discord, Facilitating Teamworking 177\u003c\/p\u003e \u003cp\u003eScenario 3: Using Coaching Approaches in a Crisis 181\u003c\/p\u003e \u003cp\u003eWhat Made This Incident Important to Learn From? 185\u003c\/p\u003e \u003cp\u003eClear Acknowledgement of Their Own Life Experiences as a Basis for Learning 185\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Maternity Case Study \u003c\/b\u003e\u003cb\u003e187\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKenda Crozier, Rachel Paul and Charlene Lobo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eScenario 1: Balancing Student-Led Learning and Client Care Needs 188\u003c\/p\u003e \u003cp\u003eTimeline for the Student Journey 193\u003c\/p\u003e \u003cp\u003eScenario 2: Increasing Confidence 194\u003c\/p\u003e \u003cp\u003eScenario 3: Supporting Development and Action Planning 198\u003c\/p\u003e \u003cp\u003eReferences 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Mental Health \u003c\/b\u003e\u003cb\u003e202\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRachel Paul, Charlene Lobo, Ronald Simpson and Helen Bell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eScenario 1: Managing a Disgruntled Student 204\u003c\/p\u003e \u003cp\u003eScenario 2: Managing Resistance to Learning 207\u003c\/p\u003e \u003cp\u003eScenario 3: Developing Team Support in an Unfair World 210\u003c\/p\u003e \u003cp\u003eScenario 4: Who Cares for the Supervisors? 214\u003c\/p\u003e \u003cp\u003eReferences 218\u003c\/p\u003e \u003cp\u003e\u003cb\u003eConclusion \u003c\/b\u003e\u003cb\u003e220\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKenda Crozier, David Huggins, Charlene Lobo and Rachel Paul\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Importance of Sustainable Systems of Student Support 220\u003c\/p\u003e \u003cp\u003eIncreasing Student Numbers 221\u003c\/p\u003e \u003cp\u003ePreparation for Coaching 223\u003c\/p\u003e \u003cp\u003eClinical Educator and Link Lecturer Support 224\u003c\/p\u003e \u003cp\u003eNew NMC Standards 224\u003c\/p\u003e \u003cp\u003ePartly Applying the Model 225\u003c\/p\u003e \u003cp\u003eLessons Learned 226\u003c\/p\u003e \u003cp\u003eRecommendations 227\u003c\/p\u003e \u003cp\u003eReferences 228\u003c\/p\u003e \u003cp\u003eIndex 230\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49407122669911,"sku":"9781119695363","price":36.05,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119695363.jpg?v=1730498258","url":"https:\/\/bookcurl.com\/products\/collaborative-learning-in-practice-9781119695363","provider":"Book Curl","version":"1.0","type":"link"}