The Nurse Mentor’s Handbook: Supporting Students in Clinical Practice, 3rd Edition

enter Cover Title Page Copyright Page Praise page Contents Figures Acknowledgements Introduction Who is this book for? A brief summary Quotes and narratives Benefits of being a practice supervisor Students’ views Summary References 1 The mentor’s new clothes: the NMC standards for student supervision and assessment Key points History and context of student supervision SLAIP: the NMC framework to support learning and assessment in practice NMC review of nurse education 2010 The mentor’s new clothes 2018 Summary Further reading References 2 Effective practice supervision Key points Motivation, Maslow, and practice supervisors The characteristics and roles of the supervisor/mentor Effective working relationships and the practicalities of supervision The first day and week Active listening: the basis of effective working relationships Student-centred leadership Summary Further reading References 3 Supervision considerations Key points What can we learn from the clinical supervision literature? Supporting students through clinical supervision Toxic mentoring and supervising (how not to do it!) Practice supervisor SWOT analysis A useful alternative Liaison with higher education institutions The case of the associate nurse: a new role for health and social care Summary Further reading References 4 The clinical learning environment Key points Creating an environment for learning Factors that enhance a placement experience Factors that detract from a placement experience Learning experiences Learning resources Placement profiles Insight visits Links with the School of Nursing/university Role modelling Structured teaching Mapping of learning opportunities Educational audit SWOT analysis of the placement area Students’ evaluation of placement Physical safety Evidence-based practice Practice supervisor’s evaluation of placement Conclusion: putting it all together Summary Further reading References 5 Teaching and learning theory Key points Teaching and learning theories Behaviourist theories Humanistic theories Cognitive theories Learning styles Criticisms of learning styles Bloom’s taxonomy Summary of key principles of good teaching Summary Further reading References 6 Teaching in practice Key points Theory in practice! Lesson planning Teaching methods and strategies Assessment of learning Student evaluations Conclusion Summary References 7 Assessment: theory and practice reality Key points Theory of assessment Cardinal criteria Types of assessment Evaluating learning Factors influencing assessments Assessment in practice Levels of learner Attitude Good practice in assessment Summary Further reading References 8 Evidence of learning Key points What is a portfolio? Structure of a portfolio Reflection Types of evidence of learning Learning contracts Summary References 9 Fostering a successful placement Key points Support mechanisms other than the practice supervisor Link tutor/personal tutor Students with disabilities and difficulties Disability Dyslexia Dyscalculia Sickness and stress Workplace harassment Bad practice Supporting the failing student Reasons for failure The error of leniency: why nurses fail to fail students! Providing feedback Avoiding failure and failing with fairness Managing the process of failure Attitude Accountability and responsibility in practice NMC requirements Summary Further reading Useful web resources References 10 Support and development for the practice supervisor and assessor Key points Practice supervisor’s guide to surviving a placement! The politics of time Maintaining competence Evidence for a portfolio Research Revalidation Support for practice supervisors/assessors Common practice supervision/assessment problems Some problems to ponder Ongoing developments Good practice for practice supervisors: a few reminders The future! Summary Further reading Useful web resources References Index Backcover