By Sue West, Tim Clark, Melanie Jasper
With present govt goals to extend health and wellbeing and social care practitioners, there's an elevated want for knowledgeable mentors and preceptors to help the improvement of the scholars and new health and wellbeing execs. permitting studying in nursing and midwifery perform: A consultant for mentorsseeks to underpin contemporary mentoring tasks, exploring the impression of mentoring, supervision and preceptorship on specialist perform, overlaying ideas that underpin potent studying and supplying functional counsel on mentoring and evaluate thoughts inside perform settings. allowing studying in. learn more... modern concerns in mentoring perform / Margaret Andrews -- a very good placement adventure : the student's standpoint in their wishes within the perform surroundings / Sue West -- The reflective mentor : facilitating studying in hte perform environment / Melanie Jasper -- supporting humans research / Stevie Penfold -- constructing potent studying relationships in perform / Sheila Daykin -- studying types in perform / Tim Clark -- utilizing interpersonal abilities in mentoring / Sue Riddell -- the educational setting / Gill Beer, Andrew Southgate -- the improvement of competence in newly certified practitioners / Tim Clark -- evaluate of perform : ideas, method and duties / Sue West -- Use of the web to aid studying in perform / Susan Westerman, Emily harm -- demanding situations within the interprofessional time table / Judith Parsons -- operating as a certified : criteria for pro perform / Melanie Jasper
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Additional info for Enabling learning in nursing and midwifery practice : a guide for mentors
Sample text
Unpublished Masters thesis. Canterbury Christ Church University College. 27 CHAPTER 3 THE REFLECTIVE MENTOR: FACILITATING LEARNING IN THE PRACTICE SETTING Melanie Jasper School of Health Science, Swansea University LEA RNING OUTC OM ES By the end of this chapter you will have: • Developed yourself as a reflective mentor • Explored how you learn from practice experiences to create your own practice knowledge and theory base • Developed an understanding of reflection as a learning strategy for yourself and others • Considered ways of facilitating reflective learning • Tested strategies for helping others to learn reflectively.
3 for the scope you have in directing a student’s reflective activity. 1 Selecting Experiences for the Focus of Reflection Using SODA (Adapted from Jasper, 2006, pp. 54–55) Criteria Features Examples Significance It must stand out in some way Outcome It needs to provide a developmental opportunity First experience; unusual occurrence; emotional response; rare opportunity Relates to a specific learning outcome or competence Increased understanding; identifies a knowledge deficit or need; results in new knowledge; develops insight Describability Identifiable boundaries; It must be remember sufficient sufficiently detail; awareness of complete in consequences of itself for you to exploring this issue/ be able to incident; ethical describe it issues Action It needs to result in some action being taken Getting more knowledge/ information; developing a new skill; changing your practice; seeking further help Questions to ask Why is it significant?
1984) What do nurses want in a mentor? Journal of Nursing Administration, 14 (10), 42–4. Department of Health (1999) Fitness for Purpose, Department of Health, England. Entwhistle, N. and Marton, F. (1984) Changing canceptions of Learning, in The Experience of Learning (eds F. Marton, D. J. Entwhistle), Scottish Academic Press, Edinburgh. Grey, M. and Smith, L. (1999) The professional socialisation of diploma of higher education nursing learners (Project 2000): a longitudinal qualitative study.