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

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

About the Author :
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.

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)