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
Trade Review
“The reviewer recommends this accessible and user-friendly style book to all nurses, midwives and healthcare professionals who are responsible for students and learners in their clinical environment”. (Nursing Times, 13 March 2014)
Table of Contents
About the authors xi 1 Mentoring and supervision and other facilitative relationships 1
Ian Scott and Jenny Spouse
Introduction 1
Exploring the role of the practitioner teacher 1
Mentor 2
Supervisor 3
Coach 4
Apprenticeship and its relationship to mentorship and supervision 5
Why learning facilitators are important 9
What about the learner perspective? 12
Attributes and knowledge for the learning and teaching role 13
The workplace and learning 14
Summary 16
2 Personal and professional aspects of supervising others 17
Jenny Spouse
Introduction 17
Creating a learning partnership: ways in which relationships between learner and facilitator enhance learning 17
Being a newcomer 17
Establishing the relationship 19
Professional boundaries including duty of care, professional accountability and educational responsibility 20
Duty of care 20
Educational responsibility 24
Professional accountability 28
Learners’ perspective on supportive relationships 30
Models of mentoring/supervision 31
One-to-one mentoring 32
Team mentoring 32
Peer mentorship 33
Approaches to mentoring 33
Emotional labour and mentoring 34
Summary 36
3 The workplace as a learning environment: structures and sources of support and supervision 38
Jenny Spouse
Introduction 38
Concept of a learning environment, micro and macro factors 39
What is a learning environment? 39
Influence of geography on the learning environment 39
Policies and protocols and the learning environment 43
Staffing and skill mix 43
Supporting visiting learners 47
Protocols 50
Collaborative learning among the professions 53
Summary 54
4 Practice settings as a learning resource 58
Jenny Spouse
Introduction 58
External influences on professional education 59
Commissioning and developing professional programmes 61
Collaborative curriculum design 61
Curriculum planning for placements 64
Creating a curriculum for practice and a learning agenda 66
Developing learning resources and making them accessible 71
Quality assurance 72
Summary 74
5 Identifying your learner’s needs and documenting a working learning plan 75
Jenny Spouse
Introduction 75
Sponsorship to a community of practice 75
Identifying and assessing learning needs – the components and some strategies 80
Writing a working learning plan, its uses and abuses 82
Exploring and explaining theories of how people learn 84
Meeting the needs of learners with special needs: promoting diversity, inclusivity and equality 86
Disability in the workplace 87
Supporting learners with dyslexia 88
Supporting learners with sensory impairment 90
Supporting learners with mental-health needs 92
Summary 94
6 Facilitating professional development 96
Jenny Spouse
Introduction 96
What learners want to know 97
Learning to relate to patients and their carers 98
Developing technical knowledge 100
Explaining and exploring using the Model of Practical Skill Performance 103
Legitimate peripheral participation 104
Explaining and exploring social theories of learning 106
Learning to bundle practice activities together 110
Developing craft knowledge 113
Managing personal feelings 114
Developing the essence of professional practice: therapeutic action – caring comportment 116
Working in a community of practice 117
Exploring and explaining the value of being welcomed to an unfamiliar social environment 120
Summary 122
7 Reporting on progress: assessing performance and keeping evidence 123
Ian Scott
Introduction 123
Assessing and assessment 123
Types of assessment 124
Formative assessment 124
Summative assessment 125
Informal and formal assessment 126
Continuous assessment 126
Some assessment principles 127
Learning outcome 133
Doing the assessing 134
Pre-practice assessment: assessment through simulation 136
Pre-practice assessment: using reflection and analysis 138
Pre-practice assessment: discussion of practice prior to practice 139
Pre-practice assessment: case studies 140
Pre-practice assessment: challenge scenarios 141
Pre-practice assessment: witness testimonials 142
Assessments during practice: direct observation 143
Using an assessment tool 143
Keeping records 146
Assessment during practice: by patients, users and clients 147
Assessments during practice: direct observation of group activities 148
Assessments during practice: discussion of practice as it occurs 148
Assessment after practice: reflective analyses or commentaries 149
Assessment after practice debrief with mentor 150
Self-assessment 151
Role of an assessment strategy 153
Failing learners 154
Improving your assessment skills 155
Summary 156
8 Giving feedback and documenting progress 157
Ian Scott
Introduction 157
Feedback: some basics from theory 158
Feedback and systems 158
Feedback in practice 160
Responses to your feedback 163
Giving feedback some general guidance 163
Suggestions for successful feedback: some dos and don’ts 164
Models for giving feedback 165
Documents 171
Professional implications of documented records 172
Improving your feedback 173
Summary 174
9 Inquiring into personal professional practice 175
Ian Scott
Introduction 175
Inquiring into personal professional practice 175
What is action inquiry? 176
Using action inquiry in everyday practice 177
Role of reflection in action inquiry 178
What is reflection? 178
Using other models of reflective practice 183
Role of empirical evidence in action inquiry 186
Sources of empirical data 186
Group approaches to action inquiry 190
Action learning sets 191
Appreciative inquiry 192
Summary 193
10 Personal and professional development planning 194
Ian Scott
Introduction 194
Personal and professional development planning 194
Defining professional development 195
Professional development planning and appraisal systems 195
Differences in purpose 196
Goal setting 196
Finding a vision of you 197
Other visioning techniques 198
Importance of values 200
Where are you now? 200
Goal setting 201
Professional recognition as a clinical educator 202
Becoming a mentor, facilitator or supervisor 203
Priority setting 204
Importance 204
Challenging the barriers 206
Recording your goals 207
Professional development opportunities 208
Recording your achievements 210
Closing the circle: finding your own mentor/facilitator 212
Questions to use when choosing a mentor/facilitator 212
Summary 213
References 214
Index 223
