{"product_id":"practicebased-learning-in-nursing-health-and-social-care-9780470656068","title":"PracticeBased Learning in Nursing Health and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eWork-based learning facilitation, mentoring and coaching are all integral to the healthcare professions.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePractice Based Learning in Nursing, Health and Social Care\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eAimed 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:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eThe nature of facilitating (coaching, supervision, mentoring) within professional contexts\u003c\/li\u003e \u003cli\u003eLearning in communities of practice\u003c\/li\u003e \u003cli\u003eBecoming an effective facilitator\/mentor\u003c\/li\u003e \u003cli\u003eUnderstand and supporting work-based learning\u003c\/li\u003e \u003cli\u003eManaging the unusual, such as failing learners or those with special needs\u003c\/li\u003e \u003cli\u003eGiving and documenting feedback\u003c\/li\u003e\n\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“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”.  (\u003ci\u003eNursing Times\u003c\/i\u003e, 13 March 2014)\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAbout the authors xi  \u003cp\u003e1 Mentoring and supervision and other facilitative relationships 1\u003cbr\u003e \u003ci\u003eIan Scott and Jenny Spouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eExploring the role of the practitioner teacher 1\u003c\/p\u003e \u003cp\u003eMentor 2\u003c\/p\u003e \u003cp\u003eSupervisor 3\u003c\/p\u003e \u003cp\u003eCoach 4\u003c\/p\u003e \u003cp\u003eApprenticeship and its relationship to mentorship and supervision 5\u003c\/p\u003e \u003cp\u003eWhy learning facilitators are important 9\u003c\/p\u003e \u003cp\u003eWhat about the learner perspective? 12\u003c\/p\u003e \u003cp\u003eAttributes and knowledge for the learning and teaching role 13\u003c\/p\u003e \u003cp\u003eThe workplace and learning 14\u003c\/p\u003e \u003cp\u003eSummary 16\u003c\/p\u003e \u003cp\u003e2 Personal and professional aspects of supervising others 17\u003cbr\u003e \u003ci\u003eJenny Spouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 17\u003c\/p\u003e \u003cp\u003eCreating a learning partnership: ways in which relationships between learner and facilitator enhance learning 17\u003c\/p\u003e \u003cp\u003eBeing a newcomer 17\u003c\/p\u003e \u003cp\u003eEstablishing the relationship 19\u003c\/p\u003e \u003cp\u003eProfessional boundaries including duty of care, professional accountability and educational responsibility 20\u003c\/p\u003e \u003cp\u003eDuty of care 20\u003c\/p\u003e \u003cp\u003eEducational responsibility 24\u003c\/p\u003e \u003cp\u003eProfessional accountability 28\u003c\/p\u003e \u003cp\u003eLearners’ perspective on supportive relationships 30\u003c\/p\u003e \u003cp\u003eModels of mentoring\/supervision 31\u003c\/p\u003e \u003cp\u003eOne-to-one mentoring 32\u003c\/p\u003e \u003cp\u003eTeam mentoring 32\u003c\/p\u003e \u003cp\u003ePeer mentorship 33\u003c\/p\u003e \u003cp\u003eApproaches to mentoring 33\u003c\/p\u003e \u003cp\u003eEmotional labour and mentoring 34\u003c\/p\u003e \u003cp\u003eSummary 36\u003c\/p\u003e \u003cp\u003e3 The workplace as a learning environment: structures and sources of support and supervision 38\u003cbr\u003e \u003ci\u003eJenny Spouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 38\u003c\/p\u003e \u003cp\u003eConcept of a learning environment, micro and macro factors 39\u003c\/p\u003e \u003cp\u003eWhat is a learning environment? 39\u003c\/p\u003e \u003cp\u003eInfluence of geography on the learning environment 39\u003c\/p\u003e \u003cp\u003ePolicies and protocols and the learning environment 43\u003c\/p\u003e \u003cp\u003eStaffing and skill mix 43\u003c\/p\u003e \u003cp\u003eSupporting visiting learners 47\u003c\/p\u003e \u003cp\u003eProtocols 50\u003c\/p\u003e \u003cp\u003eCollaborative learning among the professions 53\u003c\/p\u003e \u003cp\u003eSummary 54\u003c\/p\u003e \u003cp\u003e4 Practice settings as a learning resource 58\u003cbr\u003e \u003ci\u003eJenny Spouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 58\u003c\/p\u003e \u003cp\u003eExternal influences on professional education 59\u003c\/p\u003e \u003cp\u003eCommissioning and developing professional programmes 61\u003c\/p\u003e \u003cp\u003eCollaborative curriculum design 61\u003c\/p\u003e \u003cp\u003eCurriculum planning for placements 64\u003c\/p\u003e \u003cp\u003eCreating a curriculum for practice and a learning agenda 66\u003c\/p\u003e \u003cp\u003eDeveloping learning resources and making them accessible 71\u003c\/p\u003e \u003cp\u003eQuality assurance 72\u003c\/p\u003e \u003cp\u003eSummary 74\u003c\/p\u003e \u003cp\u003e5 Identifying your learner’s needs and documenting a working learning plan 75\u003cbr\u003e \u003ci\u003eJenny Spouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 75\u003c\/p\u003e \u003cp\u003eSponsorship to a community of practice 75\u003c\/p\u003e \u003cp\u003eIdentifying and assessing learning needs – the components and some strategies 80\u003c\/p\u003e \u003cp\u003eWriting a working learning plan, its uses and abuses 82\u003c\/p\u003e \u003cp\u003eExploring and explaining theories of how people learn 84\u003c\/p\u003e \u003cp\u003eMeeting the needs of learners with special needs: promoting diversity, inclusivity and equality 86\u003c\/p\u003e \u003cp\u003eDisability in the workplace 87\u003c\/p\u003e \u003cp\u003eSupporting learners with dyslexia 88\u003c\/p\u003e \u003cp\u003eSupporting learners with sensory impairment 90\u003c\/p\u003e \u003cp\u003eSupporting learners with mental-health needs 92\u003c\/p\u003e \u003cp\u003eSummary 94\u003c\/p\u003e \u003cp\u003e6 Facilitating professional development 96\u003cbr\u003e \u003ci\u003eJenny Spouse\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 96\u003c\/p\u003e \u003cp\u003eWhat learners want to know 97\u003c\/p\u003e \u003cp\u003eLearning to relate to patients and their carers 98\u003c\/p\u003e \u003cp\u003eDeveloping technical knowledge 100\u003c\/p\u003e \u003cp\u003eExplaining and exploring using the Model of Practical Skill Performance 103\u003c\/p\u003e \u003cp\u003eLegitimate peripheral participation 104\u003c\/p\u003e \u003cp\u003eExplaining and exploring social theories of learning 106\u003c\/p\u003e \u003cp\u003eLearning to bundle practice activities together 110\u003c\/p\u003e \u003cp\u003eDeveloping craft knowledge 113\u003c\/p\u003e \u003cp\u003eManaging personal feelings 114\u003c\/p\u003e \u003cp\u003eDeveloping the essence of professional practice: therapeutic action – caring comportment 116\u003c\/p\u003e \u003cp\u003eWorking in a community of practice 117\u003c\/p\u003e \u003cp\u003eExploring and explaining the value of being welcomed to an unfamiliar social environment 120\u003c\/p\u003e \u003cp\u003eSummary 122\u003c\/p\u003e \u003cp\u003e7 Reporting on progress: assessing performance and keeping evidence 123\u003cbr\u003e \u003ci\u003eIan Scott\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 123\u003c\/p\u003e \u003cp\u003eAssessing and assessment 123\u003c\/p\u003e \u003cp\u003eTypes of assessment 124\u003c\/p\u003e \u003cp\u003eFormative assessment 124\u003c\/p\u003e \u003cp\u003eSummative assessment 125\u003c\/p\u003e \u003cp\u003eInformal and formal assessment 126\u003c\/p\u003e \u003cp\u003eContinuous assessment 126\u003c\/p\u003e \u003cp\u003eSome assessment principles 127\u003c\/p\u003e \u003cp\u003eLearning outcome 133\u003c\/p\u003e \u003cp\u003eDoing the assessing 134\u003c\/p\u003e \u003cp\u003ePre-practice assessment: assessment through simulation 136\u003c\/p\u003e \u003cp\u003ePre-practice assessment: using reflection and analysis 138\u003c\/p\u003e \u003cp\u003ePre-practice assessment: discussion of practice prior to practice 139\u003c\/p\u003e \u003cp\u003ePre-practice assessment: case studies 140\u003c\/p\u003e \u003cp\u003ePre-practice assessment: challenge scenarios 141\u003c\/p\u003e \u003cp\u003ePre-practice assessment: witness testimonials 142\u003c\/p\u003e \u003cp\u003eAssessments during practice: direct observation 143\u003c\/p\u003e \u003cp\u003eUsing an assessment tool 143\u003c\/p\u003e \u003cp\u003eKeeping records 146\u003c\/p\u003e \u003cp\u003eAssessment during practice: by patients, users and clients 147\u003c\/p\u003e \u003cp\u003eAssessments during practice: direct observation of group activities 148\u003c\/p\u003e \u003cp\u003eAssessments during practice: discussion of practice as it occurs 148\u003c\/p\u003e \u003cp\u003eAssessment after practice: reflective analyses or commentaries 149\u003c\/p\u003e \u003cp\u003eAssessment after practice debrief with mentor 150\u003c\/p\u003e \u003cp\u003eSelf-assessment 151\u003c\/p\u003e \u003cp\u003eRole of an assessment strategy 153\u003c\/p\u003e \u003cp\u003eFailing learners 154\u003c\/p\u003e \u003cp\u003eImproving your assessment skills 155\u003c\/p\u003e \u003cp\u003eSummary 156\u003c\/p\u003e \u003cp\u003e8 Giving feedback and documenting progress 157\u003cbr\u003e \u003ci\u003eIan Scott\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 157\u003c\/p\u003e \u003cp\u003eFeedback: some basics from theory 158\u003c\/p\u003e \u003cp\u003eFeedback and systems 158\u003c\/p\u003e \u003cp\u003eFeedback in practice 160\u003c\/p\u003e \u003cp\u003eResponses to your feedback 163\u003c\/p\u003e \u003cp\u003eGiving feedback some general guidance 163\u003c\/p\u003e \u003cp\u003eSuggestions for successful feedback: some dos and don’ts 164\u003c\/p\u003e \u003cp\u003eModels for giving feedback 165\u003c\/p\u003e \u003cp\u003eDocuments 171\u003c\/p\u003e \u003cp\u003eProfessional implications of documented records 172\u003c\/p\u003e \u003cp\u003eImproving your feedback 173\u003c\/p\u003e \u003cp\u003eSummary 174\u003c\/p\u003e \u003cp\u003e9 Inquiring into personal professional practice 175\u003cbr\u003e \u003ci\u003eIan Scott\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 175\u003c\/p\u003e \u003cp\u003eInquiring into personal professional practice 175\u003c\/p\u003e \u003cp\u003eWhat is action inquiry? 176\u003c\/p\u003e \u003cp\u003eUsing action inquiry in everyday practice 177\u003c\/p\u003e \u003cp\u003eRole of reflection in action inquiry 178\u003c\/p\u003e \u003cp\u003eWhat is reflection? 178\u003c\/p\u003e \u003cp\u003eUsing other models of reflective practice 183\u003c\/p\u003e \u003cp\u003eRole of empirical evidence in action inquiry 186\u003c\/p\u003e \u003cp\u003eSources of empirical data 186\u003c\/p\u003e \u003cp\u003eGroup approaches to action inquiry 190\u003c\/p\u003e \u003cp\u003eAction learning sets 191\u003c\/p\u003e \u003cp\u003eAppreciative inquiry 192\u003c\/p\u003e \u003cp\u003eSummary 193\u003c\/p\u003e \u003cp\u003e10 Personal and professional development planning 194\u003cbr\u003e \u003ci\u003eIan Scott\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 194\u003c\/p\u003e \u003cp\u003ePersonal and professional development planning 194\u003c\/p\u003e \u003cp\u003eDefining professional development 195\u003c\/p\u003e \u003cp\u003eProfessional development planning and appraisal systems 195\u003c\/p\u003e \u003cp\u003eDifferences in purpose 196\u003c\/p\u003e \u003cp\u003eGoal setting 196\u003c\/p\u003e \u003cp\u003eFinding a vision of you 197\u003c\/p\u003e \u003cp\u003eOther visioning techniques 198\u003c\/p\u003e \u003cp\u003eImportance of values 200\u003c\/p\u003e \u003cp\u003eWhere are you now? 200\u003c\/p\u003e \u003cp\u003eGoal setting 201\u003c\/p\u003e \u003cp\u003eProfessional recognition as a clinical educator 202\u003c\/p\u003e \u003cp\u003eBecoming a mentor, facilitator or supervisor 203\u003c\/p\u003e \u003cp\u003ePriority setting 204\u003c\/p\u003e \u003cp\u003eImportance 204\u003c\/p\u003e \u003cp\u003eChallenging the barriers 206\u003c\/p\u003e \u003cp\u003eRecording your goals 207\u003c\/p\u003e \u003cp\u003eProfessional development opportunities 208\u003c\/p\u003e \u003cp\u003eRecording your achievements 210\u003c\/p\u003e \u003cp\u003eClosing the circle: finding your own mentor\/facilitator 212\u003c\/p\u003e \u003cp\u003eQuestions to use when choosing a mentor\/facilitator 212\u003c\/p\u003e \u003cp\u003eSummary 213\u003c\/p\u003e \u003cp\u003eReferences 214\u003c\/p\u003e \u003cp\u003eIndex 223\u003c\/p\u003e\n\u003c\/ul\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49402389037399,"sku":"9780470656068","price":32.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470656068.jpg?v=1730480250","url":"https:\/\/bookcurl.com\/products\/practicebased-learning-in-nursing-health-and-social-care-9780470656068","provider":"Book Curl","version":"1.0","type":"link"}