Practice Based Learning in Nursing, Health and Social Care: Mentorship, Facilitation and Supervision

Work-based learning facilitation, mentoring and coaching are all integral to the healthcare professions.

Practice Based Learning in Nursing, Health and Social Care 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.

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

• Managing workloads in busy environments

• Professional development issues

Special features:

• A clear, accessible guide for new and experienced practice educators/facilitators alike

• A comprehensive, applied text for practitioners of all levels of experience in facilitation and supervision

• Written by authors with extensive experience in the field

• Uniquely focuses on the professional development of the mentor/facilitator themselves

• Provides case studies throughout showing illustrating common issues and how to engage in formal theories of professional practice

• Multiprofessional focus - aimed at all health and social care practitioners

Autorentext

Dr. Ian Scott is Head of Academic Practice and Development Unit at University of Worcester. Dr. Jenny Spouse is Associate Dean for Practice Education at City University.

Inhalt
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 pro...