{"product_id":"enabling-learning-in-nursing-9780470057971","title":"Enabling Learning in Nursing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWith current Government targets to increase health and social care practitioners, there is an increased need for informed mentors and preceptors to support the development of the students and new health professionals.\u003cbr\u003e \u003cbr\u003e \u003cbr\u003e \u003cbr\u003e Enabling learning in nursing and midwifery practice: A guide for mentorsseeks to underpin recent mentoring initiatives, exploring the impact of mentoring, supervision and preceptorship on professional practice, covering principles that underpin effective learning and providing practical guidance on mentoring and assessment strategies within practice settings.\u003cbr\u003e \u003cbr\u003e \u003cbr\u003e \u003cbr\u003e Enabling learning in nursing and midwifery practice: A guide for mentorsaddresses the inter-professional and policy context for mentorship, examines the nature of effective learning environments and provides mentors with the necessary tools to assist students in their development within a practice setting. It explores the use of reflective practice, virtual learni\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“This book is concise, direct, with opportunity for personal and professional reflection and on target for healthcare professionals wanting to increase their educational skills.” (\u003ci\u003eDoody's Reviews\u003c\/i\u003e, June 2009)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface.  \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1\u003c\/b\u003e CONTEMPORARY ISSUES IN MENTORING PRACTICE (Margaret Andrews).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eThe Practice Context.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2\u003c\/b\u003e A GOOD PLACEMENT EXPERIENCE: THE STUDENT’S PERSPECTIVE OF THEIR NEEDS IN THE PRACTICE SETTING (Sue West).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eClarifying the Context: Learning as Input, Process and Outcome.\u003c\/p\u003e \u003cp\u003eInput: An Effective Structure for the Placement Learning Experience.\u003c\/p\u003e \u003cp\u003eProcess: Some of the Variables within the Learning Experience.\u003c\/p\u003e \u003cp\u003eOutput: The End Result of the Learning Experience.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3\u003c\/b\u003e THE REFLECTIVE MENTOR: FACILITATING LEARNING IN THE PRACTICE SETTING (Melanie Jasper).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eBeing a Refl ective Mentor.\u003c\/p\u003e \u003cp\u003ePractice as a Learning Environment.\u003c\/p\u003e \u003cp\u003eMaximizing Your Own Opportunities for Development.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4\u003c\/b\u003e HELPING PEOPLE LEARN (Stevie Penfold).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eEveryday Teaching and Learning.\u003c\/p\u003e \u003cp\u003eBehaviourist Theory.\u003c\/p\u003e \u003cp\u003eSocial Learning Theory.\u003c\/p\u003e \u003cp\u003eCognitive approaches to helping learners.\u003c\/p\u003e \u003cp\u003eConstructing Learning.\u003c\/p\u003e \u003cp\u003eApplication of Knowledge for Practice.\u003c\/p\u003e \u003cp\u003ePractical Tips for Teaching and Facilitating Learning.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5\u003c\/b\u003e DEVELOPING EFFECTIVE LEARNING RELATIONSHIPS IN PRACTICE (Sheila Daykin).\u003c\/p\u003e \u003cp\u003eThe Effective Mentor.\u003c\/p\u003e \u003cp\u003eFacilitation.\u003c\/p\u003e \u003cp\u003eDysfunctional Mentor–Learner Relationships.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6\u003c\/b\u003e LEARNING STYLES IN PRACTICE (Tim Clark).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eClarifying the Context: What Are Learning Styles?\u003c\/p\u003e \u003cp\u003eLearning Styles – Which One Are You?\u003c\/p\u003e \u003cp\u003eProcessing Information.\u003c\/p\u003e \u003cp\u003eQuestionnaires That Examine Learning Style.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7\u003c\/b\u003e USING INTERPERSONAL SKILLS IN MENTORING (Sue Riddell).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePhases of the Relationship.\u003c\/p\u003e \u003cp\u003eAttending and Listening.\u003c\/p\u003e \u003cp\u003eQuestioning.\u003c\/p\u003e \u003cp\u003eResponding.\u003c\/p\u003e \u003cp\u003eFeedback.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8\u003c\/b\u003e THE LEARNING ENVIRONMENT (Gill Beer and Andrew Southgate).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eMethod of Learner Allocation.\u003c\/p\u003e \u003cp\u003eClinical Staff.\u003c\/p\u003e \u003cp\u003eNature of the Learner.\u003c\/p\u003e \u003cp\u003eHigher Education Institutions.\u003c\/p\u003e \u003cp\u003eClinical Environment.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9\u003c\/b\u003e THE DEVELOPMENT OF COMPETENCE IN NEW QUALIFIED PRACTITIONERS (Tim Clark).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eWhat is Competent Practice?\u003c\/p\u003e \u003cp\u003ePreceptorship.\u003c\/p\u003e \u003cp\u003eWhat Are the Key Features?\u003c\/p\u003e \u003cp\u003eAdopting a ‘Cloak of Competence’.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10\u003c\/b\u003e ASSESSMENT OF PRACTICE: PRINCIPLES, PROCESS AND RESPONSIBILITIES (Sue West).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eThe Journey to Professional Practice.\u003c\/p\u003e \u003cp\u003eThe Purpose of Assessment.\u003c\/p\u003e \u003cp\u003eUnderpinning Principles.\u003c\/p\u003e \u003cp\u003eAssessment Criteria.\u003c\/p\u003e \u003cp\u003eSingle Event Versus Continuous Assessment.\u003c\/p\u003e \u003cp\u003eFactors That Infl uence Assessment in Practice.\u003c\/p\u003e \u003cp\u003eBecoming Student-Centred.\u003c\/p\u003e \u003cp\u003eMaking a Decision.\u003c\/p\u003e \u003cp\u003eManaging the Failing Student.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11\u003c\/b\u003e USE OF THE INTERNET TO SUPPORT LEARNING IN PRACTICE (Susan Westerman and Emily Hurt).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eUse of the Internet and Other New Technologies in the Higher Education and Health-care Sectors.\u003c\/p\u003e \u003cp\u003eSome Potential Benefi ts and Challenges of Using the Internet to Support Learning in Practice.\u003c\/p\u003e \u003cp\u003eSome Practical Applications and Illustrations of the Internet Supporting Practice-Based Learning.\u003c\/p\u003e \u003cp\u003eKey Health-care Online Resources.\u003c\/p\u003e \u003cp\u003eThe Internet Supporting Communication, Interaction and Refl ection.\u003c\/p\u003e \u003cp\u003eHow to Manage All This Information.\u003c\/p\u003e \u003cp\u003eChapter Summary .\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12\u003c\/b\u003e CHALLENGES IN THE INTERPROFESSIONAL AGENDA (Judith Parsons).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eWhy an Interprofessional Approach?\u003c\/p\u003e \u003cp\u003eA Shared Vision.\u003c\/p\u003e \u003cp\u003eSkills in Interprofessional Facilitation of Learning.\u003c\/p\u003e \u003cp\u003eMoving Forward.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13\u003c\/b\u003e WORKING AS A PROFESSIONAL: STANDARDS FOR PROFESSIONAL PRACTICE (Melanie Jasper).\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eMentors as Professional Practitioners.\u003c\/p\u003e \u003cp\u003eStandards for Mentoring.\u003c\/p\u003e \u003cp\u003eYour Role as a Mentor.\u003c\/p\u003e \u003cp\u003eMaintaining Your Professional Competence.\u003c\/p\u003e \u003cp\u003eChapter Summary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eGlossary of Terms.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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