000			05191cam a2200277 4500
001			9781118488201
008			140717t2013 xxu||||| |||| 00| 0 eng d
020			_a9781118488201
100			_aScott, Ian
245		0	_aPractice Based Learning in Nursing, Health and Social Care
250			_a1
260			_aHoboken : _bWiley, _c2013
300			_a1 online resource (242 p.)
500			_aDescription based upon print version of record.
505			_aPractice-Based Learning in Nursing, Health and Social Care: Mentorship, Facilitation and Supervision; Copyright; Contents; About the authors; Chapter 1 Mentoring and supervision and other facilitative relationships; Introduction; Exploring the role of the practitioner teacher; Mentor; Supervisor; Coach; Apprenticeship and its relationship to mentorship and supervision; Why learning facilitators are important; What about the learner perspective?; Attributes and knowledge for the learning and teaching role; The workplace and learning; Summary
505			_aChapter 2 Personal and professional aspects of supervising othersIntroduction; Creating a learning partnership: ways in which relationships between learner and facilitator enhance learning; Being a newcomer; Establishing the relationship; Professional boundaries including duty of care, professional accountability and educational responsibility; Duty of care; Educational responsibility; Professional accountability; Learners' perspective on supportive relationships; Models of mentoring/supervision; One-to-one mentoring; Team mentoring; Peer mentorship; Approaches to mentoring
505			_aEmotional labour and mentoringSummary; Chapter 3 The workplace as a learning environment: structures and sources of support and supervision; Introduction; Concept of a learning environment, micro and macro factors; What is a learning environment?; Influence of geography on the learning environment; Policies and protocols and the learning environment; Staffing and skill mix; Supporting visiting learners; Protocols; Collaborative learning among the professions; Summary; Chapter 4 Practice settings as a learning resource; Introduction; External influences on professional education
505			_aCommissioning and developing professional programmesCollaborative curriculum design; Curriculum planning for placements; Creating a curriculum for practice and a learning agenda; Developing learning resources and making them accessible; Quality assurance; Summary; Chapter 5 Identifying your learner's needs and documenting a working learning plan; Introduction; Sponsorship to a community of practice; Identifying and assessing learning needs - the components and some strategies; Writing a working learning plan, its uses and abuses; Exploring and explaining theories of how people learn
505			_aMeeting the needs of learners with special needs: promoting diversity, inclusivity and equalityDisability in the workplace; Supporting learners with dyslexia; Supporting learners with sensory impairment; Supporting learners with mental-health needs; Summary; Useful web sites for information; Chapter 6 Facilitating professional development; Introduction; What learners want to know; Learning to relate to patients and their carers; Developing technical knowledge; Explaining and exploring using the Model of Practical Skill Performance; Legitimate peripheral participation
505			_aExplaining and exploring social theories of learning
520			_aRemote
520			_a[electronic resource].
520			_aWork-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 alikeA comprehensive, applied text for practitioners of all levels of experience in facilitation and supervisionWritten by authors with extensive experience in the fieldUniquely focuses on the professional development of the mentor/facilitator themselvesProvides case studies throughout showing illustrating common issues and how to engage in formal theories of professional practiceMultiprofessional focus - aimed at all health and social care practitioners
700			_aSpouse, Jenny
856			_uhttp://bhnt.eblib.com/patron/FullRecord.aspx?p=1124437
999			_c59098 _d59098