Practice-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 -- Chapter 2 Personal and professional aspects of supervising others -- Introduction -- 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 -- Emotional labour and mentoring -- Summary -- 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 -- Commissioning and developing professional programmes.

Collaborative 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 -- Meeting the needs of learners with special needs: promoting diversity, inclusivity and equality -- Disability 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 -- Explaining and exploring social theories of learning -- Learning to bundle practice activities together -- Developing craft knowledge -- Managing personal feelings -- Developing the essence of professional practice: therapeutic action - caring comportment -- Working in a community of practice -- Exploring and explaining the value of being welcomed to an unfamiliar social environment -- Summary -- Chapter 7 Reporting on progress: assessing performance and keeping evidence -- Introduction -- Assessing and assessment -- Types of assessment -- Formative assessment -- Summative assessment -- Informal and formal assessment -- Continuous assessment -- Some assessment principles -- Learning outcome.

Doing the assessing -- Pre-practice assessment: assessment through simulation -- Pre-practice assessment: using reflection and analysis -- Pre-practice assessment: discussion of practice prior to practice -- Pre-practice assessment: case studies -- Pre-practice assessment: challenge scenarios -- Pre-practice assessment: witness testimonials -- Assessments during practice: direct observation -- Using an assessment tool -- Keeping records -- Assessment during practice: by patients, users and clients -- Assessments during practice: direct observation of group activities -- Assessments during practice: discussion of practice as it occurs -- Assessment after practice: reflective analyses or commentaries -- Assessment after practice debrief with mentor -- Self-assessment -- Role of an assessment strategy -- Failing learners -- Improving your assessment skills -- Summary -- Chapter 8 Giving feedback and documenting progress -- Introduction -- Feedback: some basics from theory -- Feedback and systems -- Feedback in practice -- Responses to your feedback -- Giving feedback some general guidance -- Suggestions for successful feedback: some dos and don'ts -- Models for giving feedback -- Documents -- Professional implications of documented records -- Improving your feedback -- Summary -- Chapter 9 Inquiring into personal professional practice -- Introduction -- Inquiring into personal professional practice -- What is action inquiry? -- Using action inquiry in everyday practice -- Role of reflection in action inquiry -- What is reflection? -- Using other models of reflective practice -- Role of empirical evidence in action inquiry -- Sources of empirical data -- Group approaches to action inquiry -- Action learning sets -- Appreciative inquiry -- Summary -- Chapter 10 Personal and professional development planning -- Introduction.

Personal and professional development planning -- Defining professional development -- Professional development planning and appraisal systems -- Differences in purpose -- Goal setting -- Finding a vision of you -- Other visioning techniques -- Importance of values -- Where are you now? -- Goal setting -- Professional recognition as a clinical educator -- Becoming a mentor, facilitator or supervisor -- Priority setting -- Importance -- Challenging the barriers -- Recording your goals -- Professional development opportunities -- Recording your achievements -- Closing the circle: finding your own mentor/facilitator -- Questions to use when choosing a mentor/facilitator -- Summary -- References -- Index.