{"product_id":"mentoring-in-nursing-and-healthcare-isbn-9781444336542","title":"Mentoring in Nursing and Healthcare","description":"\u003ci\u003eMentoring in Nursing and Healthcare\u003c\/i\u003e is a practical, interactive resource that promotes active participation and enhances a deeper level of understanding of mentorship. It explores what is meant by the process of mentoring, addresses what a mentor is, what the role entails, and gives practical help on teaching and assessing students in clinical practice. Written primarily for mentors, this book offers a range of theoretical and practical activities and resources that are enhanced by online learning resources.  \u003cp\u003eEach chapter focuses on a different aspect of mentorship, including:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eThe role of mentorship\u003c\/li\u003e \u003cli\u003eThe mentor-student relationship\u003c\/li\u003e \u003cli\u003eThe mentor as teacher\u003c\/li\u003e \u003cli\u003eExperiential learning and reflective practice\u003c\/li\u003e \u003cli\u003eLearning styles and teaching theories\u003c\/li\u003e \u003cli\u003eThe mentor as assessor\u003c\/li\u003e \u003cli\u003eCompetence and capability\u003c\/li\u003e \u003cli\u003eHealth improvement\u003c\/li\u003e \u003cli\u003eCareer development\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eA core text for mentor preparation and mentor update courses in nursing and allied health, \u003ci\u003eMentoring in Nursing and Healthcare\u003c\/i\u003e is an essential guide that supports learning and ongoing professional development.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eKey Features:\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eIncludes not only the latest and most up-to-date NMC standards, but also the Health and Care Professions Council's standards of proficiency\u003c\/li\u003e \u003cli\u003eAccessible and practice-oriented, with case studies, reflective exercises and activities throughout\u003c\/li\u003e \u003cli\u003eHas a strong focus on assessment skills\u003c\/li\u003e \u003cli\u003eSupported by interactive online resources that include test-yourself questions, multiple choice questions, web-links, PowerPoint slides, case studies, and activities at \u003ca href=\"http:\/\/www.wiley.com\/go\/mentoring\"\u003e\u003cb\u003ewww.wiley.com\/go\/mentoring\u003c\/b\u003e\u003c\/a\u003e \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eAbout the editors xi\u003c\/p\u003e \u003cp\u003eList of contributors xii\u003c\/p\u003e \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgements xiv\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003e\u003cb\u003eMentorship 1\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKate Kilgallon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eMentoring and mentorship 2\u003c\/p\u003e \u003cp\u003eWhy do students need a mentor? 5\u003c\/p\u003e \u003cp\u003eWhat should a mentor do? 8\u003c\/p\u003e \u003cp\u003eMentorship and coaching 16\u003c\/p\u003e \u003cp\u003eEducation support roles and functions 22\u003c\/p\u003e \u003cp\u003eSummary 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 \u003c\/b\u003e\u003cb\u003eThe mentor–student relationship 26\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKate Kilgallon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 26\u003c\/p\u003e \u003cp\u003ePolicies for mentoring 27\u003c\/p\u003e \u003cp\u003eInitiating the mentor–student relationship 28\u003c\/p\u003e \u003cp\u003eStages of the mentor–student relationship 31\u003c\/p\u003e \u003cp\u003eEstablishing a mentor–student relationship 34\u003c\/p\u003e \u003cp\u003eMentoring students through transitions 37\u003c\/p\u003e \u003cp\u003eDifficulties establishing an effective mentor–student relationship 39\u003c\/p\u003e \u003cp\u003eWhat do students find difficult? 41\u003c\/p\u003e \u003cp\u003eEnabling learning 43\u003c\/p\u003e \u003cp\u003eDisabling learning 45\u003c\/p\u003e \u003cp\u003eOther factors that may affect the companion stage of the mentor–student relationship 46\u003c\/p\u003e \u003cp\u003eSummary 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003e\u003cb\u003eThe mentor as teacher 54\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Thompson with contributions from Linda Kenward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 54\u003c\/p\u003e \u003cp\u003eDefining teaching 55\u003c\/p\u003e \u003cp\u003eConstructivism versus objectivism 66\u003c\/p\u003e \u003cp\u003eAndragogy versus pedagogy 67\u003c\/p\u003e \u003cp\u003eFactors affecting learning 74\u003c\/p\u003e \u003cp\u003eThe learning environment 74\u003c\/p\u003e \u003cp\u003eSummary 78\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 \u003c\/b\u003e\u003cb\u003eExperiential learning and reflective practice 81\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKate Kilgallon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 81\u003c\/p\u003e \u003cp\u003eLearning through practice 82\u003c\/p\u003e \u003cp\u003eA model for learning through experience 84\u003c\/p\u003e \u003cp\u003eWhat is reflection? 89\u003c\/p\u003e \u003cp\u003eThe reflective process 91\u003c\/p\u003e \u003cp\u003eReflective practice 92\u003c\/p\u003e \u003cp\u003eKnowledge used in practice 94\u003c\/p\u003e \u003cp\u003eThe components of reflective practice 98\u003c\/p\u003e \u003cp\u003eFrameworks for reflection 98\u003c\/p\u003e \u003cp\u003eWhat is reflexivity? 102\u003c\/p\u003e \u003cp\u003eWhy bother with reflection? 104\u003c\/p\u003e \u003cp\u003eCritical incidents 105\u003c\/p\u003e \u003cp\u003eLegitimising reflection 107\u003c\/p\u003e \u003cp\u003eSummary 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 \u003c\/b\u003e\u003cb\u003eLearning styles and teaching theories 110\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKate Kilgallon and Janet Thompson with contributions from Phil Race\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 110\u003c\/p\u003e \u003cp\u003ePersonality traits 111\u003c\/p\u003e \u003cp\u003eSelf-awareness 113\u003c\/p\u003e \u003cp\u003eLearning styles 118\u003c\/p\u003e \u003cp\u003eLearning theories 125\u003c\/p\u003e \u003cp\u003eHow can mentors underpin successful learning? 127\u003c\/p\u003e \u003cp\u003eCommunication in a healthcare setting 129\u003c\/p\u003e \u003cp\u003eApproaches to learning 131\u003c\/p\u003e \u003cp\u003eSummary 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003e\u003cb\u003eThe mentor as assessor 142\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Thompson with contributions from Linda Kenward and\u003c\/i\u003e\u003ci\u003eAnthea Wilson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 142\u003c\/p\u003e \u003cp\u003eWhy assess? 143\u003c\/p\u003e \u003cp\u003eThe mentor as assessor 144\u003c\/p\u003e \u003cp\u003eLearning environment and audit 146\u003c\/p\u003e \u003cp\u003eEducational audit 151\u003c\/p\u003e \u003cp\u003eCoercion in mentoring 152\u003c\/p\u003e \u003cp\u003eTypes of assessment 153\u003c\/p\u003e \u003cp\u003eAssessing competence 158\u003c\/p\u003e \u003cp\u003eReasonable adjustments 161\u003c\/p\u003e \u003cp\u003eFailing a student: putting in the eff ort but feeling guilty 164\u003c\/p\u003e \u003cp\u003eSummary 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003e\u003cb\u003eCompetence and capability: a framework for collaborative learning and working 168\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eFrances Gordon and Hilary Pengelly with contributions from Janet Thompson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 168\u003c\/p\u003e \u003cp\u003eCompetence and capability 169\u003c\/p\u003e \u003cp\u003eInterprofessional education and practice 174\u003c\/p\u003e \u003cp\u003eThe Interprofessional Capability Framework 176\u003c\/p\u003e \u003cp\u003eAn analysis of the practice utility of interprofessional capability in the context of child safeguarding or protection 177\u003c\/p\u003e \u003cp\u003eSummary 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 \u003c\/b\u003e\u003cb\u003eMentoring – health improvement 194\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Thompson with contributions from Linda Kenward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 194\u003c\/p\u003e \u003cp\u003eHealth improvement 195\u003c\/p\u003e \u003cp\u003eHealth improvement policies 196\u003c\/p\u003e \u003cp\u003ePartnership working 198\u003c\/p\u003e \u003cp\u003eEmpowerment 203\u003c\/p\u003e \u003cp\u003ePortraying or enactment of the health promoter role 206\u003c\/p\u003e \u003cp\u003eHealth inequalities 207\u003c\/p\u003e \u003cp\u003eEthical considerations 209\u003c\/p\u003e \u003cp\u003eEducation and practice gap 211\u003c\/p\u003e \u003cp\u003eSummary 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 \u003c\/b\u003e\u003cb\u003eCareer development 216\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Thompson with contributions from Linda Kenward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 216\u003c\/p\u003e \u003cp\u003ePre-registration career pathways 217\u003c\/p\u003e \u003cp\u003eCareer entry routes 219\u003c\/p\u003e \u003cp\u003eGeneric frameworks and policies for career progression 221\u003c\/p\u003e \u003cp\u003eCareer planning or happy accident? 225\u003c\/p\u003e \u003cp\u003eDiversity of roles 228\u003c\/p\u003e \u003cp\u003eUsing your mentoring skills to further your career 233\u003c\/p\u003e \u003cp\u003eWhere would you like to see your career in the future? 237\u003c\/p\u003e \u003cp\u003eSummary 237\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 \u003c\/b\u003e\u003cb\u003eSome final points 239\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Thompson with contributions from Dorothy Adam and Leigh Kenward\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 239\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.1 240\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.2 241\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.3 241\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.4 242\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.5 243\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.6 243\u003c\/p\u003e \u003cp\u003eReflection on scenario 10.7 244\u003c\/p\u003e \u003cp\u003eReflection on scenario 10.8 245\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.9 246\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.10 247\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.11 248\u003c\/p\u003e \u003cp\u003eReflection on scenario 10.12 249\u003c\/p\u003e \u003cp\u003eReflection on scenario 10.13 250\u003c\/p\u003e \u003cp\u003eReflection on scenario 10.14 251\u003c\/p\u003e \u003cp\u003eReflection on scenario 10.15 252\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.16 252\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.17 253\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.18 254\u003c\/p\u003e \u003cp\u003eResponse to scenario 10.19 255\u003c\/p\u003e \u003cp\u003eSummary 255\u003c\/p\u003e \u003cp\u003eIndex 257 \u003c\/p\u003e  \u003cp\u003e“This practical guide will enhance a deep level of understanding and knowledge of mentorship.  It is an invaluable resource on mentorship in nursing and health care.”  (\u003ci\u003eNursing Standard\u003c\/i\u003e, 3 October 2012)\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eKate Kilgallon\u003c\/strong\u003e is Senior Lecturer at Teesside University, UK. \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eJanet Thompson\u003c\/strong\u003e is Senior Lecturer at Robert Gordon University, UK.   \u003ci\u003eMentoring in Nursing and Healthcare\u003c\/i\u003e is a practical, interactive resource that promotes active participation and enhances a deeper level of understanding of mentorship. It explores what is meant by the process of mentoring, addresses what a mentor is, what the role entails, and gives practical help on teaching and assessing students in clinical practice. Written primarily for mentors, this book offers a range of theoretical and practical activities and resources that are enhanced by online learning resources.  \u003c\/p\u003e\u003cp\u003eEach chapter focuses on a different aspect of mentorship, including:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eThe role of mentorship\u003c\/li\u003e \u003cli\u003eThe mentor–student relationship\u003c\/li\u003e \u003cli\u003eThe mentor as teacher\u003c\/li\u003e \u003cli\u003eExperiential learning and reflective practice\u003c\/li\u003e \u003cli\u003eLearning styles and teaching theories\u003c\/li\u003e \u003cli\u003eThe mentor as assessor\u003c\/li\u003e \u003cli\u003eCompetence and capability\u003c\/li\u003e \u003cli\u003eHealth improvement\u003c\/li\u003e \u003cli\u003eCareer development\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eA core text for mentor preparation and mentor update courses in nursing and allied health, \u003ci\u003eMentoring in Nursing and Healthcare\u003c\/i\u003e is an essential guide that will support learning and ongoing professional development.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eKey Features\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eIncludes not only the latest and most up-to-date NMC standards, but also the Health Professionals Councils standards of proficiency\u003c\/li\u003e \u003cli\u003eAccessible and practice oriented, with case studies, reflective exercises and activities throughout\u003c\/li\u003e \u003cli\u003eHas a strong focus on assessment skills\u003c\/li\u003e \u003cli\u003eSupported by interactive online resources that include pre- and post-test multiple choice questions, web-links, PowerPoint slides, case studies and activities! (visit \u003ca href=\"http:\/\/www.wiley.com\/go\/mentoring\"\u003ewww.wiley.com\/go\/mentoring\u003c\/a\u003e)\u003c\/li\u003e \u003c\/ul\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989608251621,"sku":"NP9781444336542","price":38.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781444336542.jpg?v=1761784792","url":"https:\/\/k12savings.com\/products\/mentoring-in-nursing-and-healthcare-isbn-9781444336542","provider":"K12savings","version":"1.0","type":"link"}