Mentoring in Nursing and Healthcare A Practical Approach -- Contents -- About the editors -- List of contributors -- Preface -- Acknowledgements -- 1: Mentorship -- Introduction -- Mentoring and mentorship -- Why do students need a mentor? -- What should a mentor do? -- Mentorship and coaching -- Education support roles and functions -- Summary -- 2: The mentor-student relationship -- Introduction -- Policies for mentoring -- Initiating the mentor-student relationship -- Stages of the mentor-student relationship -- Establishing a mentor-student relationship -- Mentoring students through transitions -- Difficulties establishing an effective mentor-student relationship -- What do students f ind difficult? -- Enabling learning -- Disabling learning -- Other factors that may affect the companion stage of the mentor-student relationship -- Summary -- 3: The mentor as teacher -- Introduction -- Defining teaching -- Constructivism versus objectivism -- Andragogy versus pedagogy -- Factors affecting learning -- The learning environment -- Summary -- 4: Experiential learning and reflective practice -- Introduction -- Learning through practice -- A model for learning through experience -- What is reflection? -- The reflective process -- Reflective practice -- Knowledge used in practice -- The components of reflective practice -- Frameworks for reflection -- What is reflexivity? -- Why bother with reflection? -- Critical incidents -- Legitimising reflection -- Summary -- 5: Learning styles and teaching theories -- Introduction -- Personality traits -- Self-awareness -- Learning styles -- Learning theories -- How can mentors underpin successful learning? -- Communication in a healthcare setting -- Approaches to learning -- Summary -- 6: The mentor as assessor -- Introduction -- Why assess? -- The mentor as assessor -- Learning environment and audit.

Educational audit -- Coercion in mentoring -- Types of assessment -- Assessing competence -- Reasonable adjustments -- Failing a student: putting in the effort but feeling guilty -- Summary -- 7: Competence and capability: a framework for collaborative learning and working -- Introduction -- Competence and capability -- Interprofessional education and practice -- The Interprofessional Capability Framework -- An analysis of the practice utility of interprofessional capability in the contextof child safeguarding or protection -- Summary -- 8: Mentoring - health improvement -- Introduction -- Health improvement -- Health improvement policies -- Partnership working -- Empowerment -- Portraying or enactment of the health promoter role -- Health inequalities -- Ethical considerations -- Education and practice gap -- Summary -- 9: Career development -- Introduction -- Pre-registration career pathways -- Career entry routes -- Generic frameworks and policies for career progression -- Career planning or happy accident? -- Diversity of roles -- Using your mentoring skills to further your career -- Where would you like to see your career in the future? -- Summary -- 10: Some final points -- Introduction -- Response to scenario 10.1 -- Response to scenario 10.2 -- Response to scenario 10.3 -- Response to scenario 10.4 -- Response to scenario 10.5 -- Response to scenario 10.6 -- Reflection on scenario 10.7 -- Reflection on scenario 10.8 -- Response to scenario 10.9 -- Response to scenario 10.10 -- Response to scenario 10.11 -- Reflection on scenario 10.12 -- Reflection on scenario 10.13 -- Reflection on scenario 10.14 -- Reflection on scenario 10.15 -- Response to scenario 10.16 -- Response to scenario 10.17 -- Response to scenario 10.18 -- Response to scenario 10.19 -- Summary -- Index.