MENTORSHIP IN COMMUNITY NURSING: CHALLENGES AND OPPURTUNITIES -- Contents -- Contributors -- Acknowledgements -- Introduction -- Part 1: The Policy Context -- 1 Setting the Scene: Concepts of Specialist Practitioner and Specialist Practice Mentor -- Specialist practice -- Programme organisation to meet specialist practitioner outcomes -- The mentor for specialist practice in community settings -- Case study 1.1 Moving toward good mentorship -- Case study 1.2 Uncovering the mysteries of specialist practice -- Context -- 2 From Policy to Practice -- Introduction -- The need for change -- The development of primary care groups -- Implications for the preparation of specialist practitioners and the role of the mentor -- Summary -- 3 Maintaining and Developing Quality and Equity within Higher Education Programmes -- Introduction -- Key quality systems -- Quality assurance -- Quality audit -- Quality enhancement -- Conclusion -- Part 2: Theory and Practice Context -- 4 Learning Approaches in the Practice Context -- Introduction -- Critical thinking -- The mentor's role -- Competency -- Case study 4.1 Indentifying specialist practice competencies -- Adult learning: andragogy -- Case study 4.2 Enabling the development of leadership -- The humanistic approach -- Case study 4.3 Utilising educational approaches to facilitate learning -- The behavioural approach -- The cognitive approach -- The learning environment: organising opportunities for learning -- Case study 4.4 Using learning opportunities -- Students' learning styles -- Theory-practice integration -- The application of educational theory -- Summary -- 5 Reflective Practice -- Introduction -- Reflection -- What is critical incident analysis? -- Case study 5.1 Critical incident: dysfunctional multi-disciplinary team work -- Reflection on process.

6 Clinical Supervision for the Specialist Practitioner Student -- Introduction -- Educational clinical supervision -- Prerequisites to clinical supervision -- Power -- Assessment and supervision -- Training -- The supervisory relationship -- Case study 6.1 Counter-transference in clinical supervision -- Turning lived experience into learning experience -- A reflective model for educational supervision -- Supervision for the mentor -- Envoi -- 7 The English National Board Higher Award: A Strategy for Change -- Introduction -- What is the ENB Higher Award? -- The process -- Issues for consideration -- 8 Assessment of Specialist Community Practice -- Introduction -- Standards of assessment -- Purpose of assessment -- Types of assessment for specialist practice -- Case study 8.1 Continuous assessment: a means of enabling development -- Methods of assessment -- Case study 8.2 Diagnostic assessment: a starting point -- Case study 8.3 Observation as an assessment tool -- Case study 8.4 A learning contract as a learning and assessment tool -- Reliability and validity -- Identifying the academic level of practice assessment -- Practice assessment -- Portfolio development (Joanne Bennett) -- Comment -- Summary -- Part 3: Practice: Opportunities and Challenges -- 9 The Evidence and Research Base for Practice -- Part 1 Evidence-based practice -- Introduction -- The development of evidence-based practice -- Part 2 Research-minded practice and research culture -- Introduction -- The meaning of research for those in practice -- Fostering a research culture -- Conclusion -- 10 General Practice Nursing -- Introduction -- General medical practice and the role of the practice nurse -- Facilitating practice learning in general practice nursing -- Case study 10.1 Arranging appropriate mentorship and placement.

Case study 10.2 Facilitating development for an experienced practitioner -- Evaluating mentorship in general practice nursing -- Conclusion -- 11 Community Mental Health Nursing -- Introduction -- The specialist practitioner award and community mental health nursing -- Case study 11.1 Mentorship for an experienced practitioner -- The role of the community mental health nurse -- Case study 11.2 Creative mentorship -- What helps mentors carry out the role successfully? -- Conclusion -- 12 Community Learning Disability Nursing -- Introduction -- Viability of programmes -- The preparation of the mentor -- Case study 12.1 Mentorship requirements: who and where? -- Support for the mentor -- The student as learner -- Case study 12.2 Managing potential role and relationship conflict -- Student learning - environment, experience and assessment -- Student assessment -- Conclusion -- 13 Community Children's Nursing -- Introduction -- Focus group -- Case study 13.1 Specific placements to meet learning needs: example 1 -- Case study 13.2 Specific placements to meet learning needs: example 2 -- Conclusion -- 14 Health Visiting -- Introduction -- Health visiting: some current issues and dilemmas for mentors -- Managing the learning experience -- Case study 14.1 Students* experience of very different placements -- Case study 14.2 Managing the first few months of the placement -- Assessment of practice -- Conclusion -- 15 Occupational Health Nursing -- Introduction -- Occupational health services -- Factors influencing the facilitation of learning in occupational health nursing -- Case study 15.1 Denied access to learning -- A more positive perspective -- Strategies for bridging the practice-theory gap in occupational health nursing -- Case study 15.2 Using an experiential taxonomy -- Summary -- 16 District Nursing -- Introduction -- Policy context.

Implications for district nursing -- Challenges for the mentor -- Case study 16.1 The need for practitioner development: views of a nurse executive (personal medical service) -- The teaching and learning environment -- Case study 16.2 A student profile -- Conclusion -- 17 School Nursing -- Introduction -- The role of the school nurse specialist practitioner -- Mentor preparation -- Case study 17.1 Managing mentorship and existing role commitments -- Mentor support -- Case study 17.2 Being a mentor and a 'student* Fostering a positive student-mentor relationship -- Case study 17.3 Enabling student self confidence Facilitating the achievement of learning outcomes -- Case study 17.4 Am I doing it right? Using a tripartite relationship -- Assessment -- Strategies for student support -- Case study 17.5 Facilitating appropriate student support -- Conclusion -- 18 Being a Specialist Practitioner Student -- Introduction -- The practicalities of becoming a part-time student -- Practice placement -- Reflecting on the student role -- University experience -- Home life -- The ENB Higher Award -- Consolidated practice? -- Back to reality -- Supporting other specialist practitioners -- Conclusion -- 19 Being a Mentor -- Introduction -- The learning environment -- Case study 19.1 Reflection: a beneficial process for student and mentor -- Case study 19.2 Reflection: enabling student progress -- Supporting students throughout and beyond the academic year -- Summary -- 20 Navigating Practice: Challenges and Opportunities -- Introduction -- Reflecting on the issues -- What are 'wicked issues? -- The context -- Towards a new approach -- Conclusion -- 21 Concluding Comments -- References -- Index.