Mentoring in nursing and healthcare : a practical approach / edited by Kate Kilgallon, Janet Thompson.
"Designed to enhance and develop your knowledge and skills, Mentorship in Nursing and Healthcare will enable you to competently support a wide range of learners from all health care professions whilst facilitating skills development in practice. A core text for mentor preparation courses in nur...
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| Online Access: |
Full Text (via ProQuest) |
|---|---|
| Other Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
Chichester, West Sussex, UK :
John Wiley & Sons,
2012.
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| Subjects: |
MARC
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| 245 | 0 | 0 | |a Mentoring in nursing and healthcare : |b a practical approach / |c edited by Kate Kilgallon, Janet Thompson. |
| 260 | |a Chichester, West Sussex, UK : |b John Wiley & Sons, |c 2012. | ||
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |g 1. |t Mentorship -- |t Introduction -- |t Mentoring and mentorship -- |t Why do students need a mentor-- |t What should a mentor do-- |t Mentorship and coaching -- |t Education support roles and functions -- |t Summary -- |g 2. |t The mentor-student relationship -- |t Introduction -- |t Policies for mentoring -- |t Initiating the mentor-student relationship -- |t Stages of the mentor-student relationship -- |t Establishing a mentor-student relationship -- |t Mentoring students through transitions -- |t Difficulties establishing an effective mentor-student relationship -- |t What do students find difficult-- |t Enabling learning -- |t Disabling learning -- |t Other factors that may affect the companion stage of the mentor-student relationship -- |t Summary -- |g 3. |t The mentor as teacher -- |t Introduction -- |t Defining teaching -- |t Constructivism versus objectivism -- |t Andragogy versus pedagogy -- |t Factors affecting learning -- |t The learning environment -- |t Summary -- |g 4. |t Experiential learning and reflective practice -- |t Introduction -- |t Learning through practice -- |t A model for learning through experience -- |t What is reflection-- |t The reflective process -- |t Reflective practice -- |t Knowledge used in practice -- |t The components of reflective practice -- |t Frameworks for reflection -- |t What is reflexivity-- |t Why bother with reflection-- |t Critical incidents -- |t Legitimising reflection -- |t Summary -- |g 5. |t Learning styles and teaching theories -- |t Introduction -- |t Personality traits -- |t Self-awareness -- |t Learning styles -- |t Learning theories -- |t How can mentors underpin successful learning-- |t Communication in a healthcare setting -- |t Approaches to learning -- |t Summary -- |g 6. |t The mentor as assessor -- |t Introduction -- |t Why assess-- |t The mentor as assessor -- |t Learning environment and audit -- |t Educational audit -- |t Coercion in mentoring -- |t Types of assessment -- |t Assessing competence -- |t Reasonable adjustments -- |t Failing a student: putting in the effort but feeling guilty -- |t Summary -- |g 7. |t Competence and capability: a framework for collaborative learning and working -- |t Introduction -- |t Competence and capability -- |t Interprofessional education and practice -- |t The Interprofessional Capability Framework -- |t An analysis of the practice utility of interprofessional capability in the contextof child safeguarding or protection -- |t Summary -- |g 8. |t Mentoring -- health improvement -- |t Introduction -- |t Health improvement -- |t Health improvement policies -- |t Partnership working -- |t Empowerment -- |t Portraying or enactment of the health promoter role -- |t Health inequalities -- |t Ethical considerations -- |t Education and practice gap -- |t Summary -- |g 9. |t Career development -- |t Introduction -- |t Pre-registration career pathways -- |t Career entry routes -- |t Generic frameworks and policies for career progression -- |t Career planning or happy accident-- |t Diversity of roles -- |t Using your mentoring skills to further your career -- |t Where would you like to see your career in the future-- |t Summary -- |g 10. |t Some final points. |
| 505 | 0 | |a 1. Mentorship -- 2. The mentor-student relationship -- 3. The mentor as teacher -- 4. Experiential learning and reflective practice -- 5. Learning styles and teaching theories -- 6. The mentor as assessor -- 7. Competence and capability: a framework for collaborative learning and working -- 8. Mentoring -- health improvement -- 9. Career development -- 10. Some final points. | |
| 520 | |a "Designed to enhance and develop your knowledge and skills, Mentorship in Nursing and Healthcare will enable you to competently support a wide range of learners from all health care professions whilst facilitating skills development in practice. A core text for mentor preparation courses in nursing, midwifery and across the healthcare sector, Mentorship in Nursing and Healthcare will support learning and ongoing professional development for all healthcare professionals"--Provided by publisher. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Mentoring in nursing. | |
| 650 | 7 | |a Mentoring in nursing. |2 fast |0 (OCoLC)fst01016863. | |
| 700 | 1 | |a Kilgallon, Kate. | |
| 700 | 1 | |a Thompson, Janet, |d 1957- | |
| 776 | 0 | 8 | |i Print version: |t Mentoring in nursing and healthcare. |d Chichester, West Sussex, UK : John Wiley & Sons, 2012 |z 9781444336542 |w (DLC) 2011048893 |w (OCoLC)729346961. |
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