Details

Collaborative Learning in Practice


Collaborative Learning in Practice

Coaching to Support Student Learners in Healthcare
1. Aufl.

von: Charlene Lobo, Rachel Paul, Kenda Crozier

35,99 €

Verlag: Wiley-Blackwell
Format: EPUB
Veröffentl.: 08.06.2021
ISBN/EAN: 9781119695424
Sprache: englisch
Anzahl Seiten: 272

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Beschreibungen

<div style="margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-family: 'Segoe UI', 'Segoe UI Web', Arial, Verdana, sans-serif; font-size: 12px;"> <div style="margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; overflow: visible; cursor: text; clear: both; position: relative; direction: ltr;"> <p>Cited in the 2015 Willis review on nurse education as an exemplary system-wide approach for supporting learning in practice, Collaborative Learning in Practice (CLiP) is an innovative coaching model that empowers students to take the lead in their practice through creating positive learning cultures.</p> <p><i>Collaborative Learning in Practice </i>provides a detailed description of the CLiP model and explains how coaching can be integrated into a range of learning conversations. Written by an experienced team of practitioners, this unique text describes the theoretical basis of the CLiPmodel, highlights potential pitfalls and successes, and offers practical guidance on implementation. A wealth of real-world case studies demonstrates how the CLiPmodel works in a range of professional and practice settings, considering healthcare education, research and leadership. This authoritative book:</p> <ul> <li>Provides an overview of the innovative CLiP model of practice-based learning, linked to the NMC standards for student supervision and assessment</li> <li>Offers numerous real-life examples of how to implement and evaluate CLIP in practice</li> <li>Explores the use of reverse mentoring to update and share knowledge collaboratively</li> <li>Discusses how coaching approaches such as GROW and OSCAR can enhance learning experiences</li> <li>Includes access to online learning tools including self-assessment tests, additional practical scenarios and case studies, and links to further reading</li> </ul> <p>Developing practitioner knowledge and skill through an accessible, reader-friendly approach, <i>Collaborative Learning in Practice </i>is an essential resource for nursing and allied healthcare educators, nursing and healthcare students, and practice mentors, supervisors, and assessors in clinical environments.</p> </div> </div> <div style="margin: 0px; padding: 0px; user-select: text; -webkit-user-drag: none; -webkit-tap-highlight-color: transparent; font-family: 'Segoe UI', 'Segoe UI Web', Arial, Verdana, sans-serif; font-size: 12px;"> </div>
<p>Collaborator Biographies xiii</p> <p>Foreword xix</p> <p>Acknowledgements xxiii</p> <p>Abbreviations xxv</p> <p>About the Companion Website xxvii</p> <p><b>Introduction </b><b>1<br /></b><i>Kenda Crozier, Charlene Lobo and Rachel Paul</i></p> <p>References 4</p> <p>Glossary 5</p> <p><b>Part I Evolution of CLiP<sup>TM</sup> </b><b>7</b></p> <p><b>1 Changes in Practice Learning </b><b>9<br /></b><i>Kenda Crozier and Charlene Lobo</i></p> <p>Regulation of Nurse and Midwifery Education 9</p> <p>The Return of the Apprentice 13</p> <p>Clinical Practice Education 13</p> <p>Establishing a Quality Learning Environment 15</p> <p>References 17</p> <p><b>2 Models of Practice Learning </b><b>20<br /></b><i>Kenda Crozier</i></p> <p>Practice Education 20</p> <p>Practice Educator Roles 22</p> <p>Faculty and Clinical Educators in Practice Settings 23</p> <p>UK Mentorship Model 25</p> <p>Hub and Spoke Models 28</p> <p>The Student Perspective 29</p> <p>Dedicated Education Units and Clinical Clusters 31</p> <p>Real-Life Learning Wards 33</p> <p>References 34</p> <p><b>3 The CLiP<sup>TM</sup> Model </b><b>39<br /></b><i>Charlene Lobo and Jonty Kenward</i></p> <p>Domains of CLiP 43</p> <p>Organisation of Learning 43</p> <p>Coaching Philosophy 46</p> <p>Principles of CLiP 47</p> <p>Collaboration 47</p> <p>Real-Life Learning 50</p> <p>Time to Teach and Time to Learn 53</p> <p>Stepping up and Stepping Back 55</p> <p>Feedback and Assessment 57</p> <p>References 61</p> <p><b>4 System-Wide Approaches to CLiP<sup>TM</sup> </b><b>64</b></p> <p>4.1 The South West CLiP<sup>TM</sup> Community Cluster Project 65<br /><i>Jane Bunce</i></p> <p>Background and Drivers 65</p> <p>Why CLiP? 65</p> <p>Project Overview 66</p> <p>How Was CLiP Implemented in the Pilot Sites? 66</p> <p>What Worked Well in the Pilot? 67</p> <p>What Were the Main Challenges? 68</p> <p>What Did We Decide we Would Do Differently Following the Pilot? 68</p> <p>References 69</p> <p>4.2 Lancashire Teaching Hospitals NHS Foundation Trust Implementation of the CLiP<sup>TM</sup> Model of Supervision 70<br /><i>Jonty Kenward</i></p> <p>Background and Drivers 70</p> <p>Key Aims 71</p> <p>Implementation 71</p> <p>What Worked Well on Implementation 73</p> <p>What Were the Main Challenges? 73</p> <p>Top Tips 74</p> <p>References 74</p> <p>4.3 James Paget University NHS Foundation Trust Implementing the CLiP<sup>TM</sup> Model in Maternity Care 75<br /><i>Kenda Crozier, Jodie Yerrell and Kirsty Tweedie</i></p> <p>Introduction 75</p> <p>How Was CLiP Implemented? 75</p> <p>Timeline 79</p> <p>Top Tips 79</p> <p>References 80</p> <p><b>5 Coaching Theory and Models </b><b>81<br /></b><i>Rachel Paul</i></p> <p>Coaching Theory 82</p> <p>The Psychodynamic Coaching Approach 84</p> <p>Cognitive Behavioural Coaching 86</p> <p>Thinking errors to be aware of as a coach, educator, or student 89</p> <p>Solutions Focused Coaching 90</p> <p>Person-Centred Coaching 92</p> <p>Gestalt and Coaching 93</p> <p>Narrative Coaching 94</p> <p>Psychological Development in Adulthood and Coaching 94</p> <p>Positive Psychology 95</p> <p>Being resilient…bouncebackability 96</p> <p>Transactional Analysis 96</p> <p>Some Conclusions 98</p> <p>Key coaching skills and templates to experiment with 99</p> <p>References 101</p> <p><b>6 Evaluation </b><b>103<br /></b>6.1 Plymouth University 104<br /><i>Graham Williamson, Adele Kane and Jane Bunce</i></p> <p>Background 104</p> <p>Study 1: Collaborative Learning in Practice: A Systematic Review and Narrative Synthesis of the Research Evidence in Nurse Education 105</p> <p>Study 2: ‘Thinking like a Nurse’. Changing the Culture of Nursing Students’ Clinical Learning: Implementing Collaborative Learning in Practice 107</p> <p>Study 3: Investigating the Implementation of a Collaborative Learning in a Practice Model of Nurse Education in a Community Placement Cluster: A Qualitative Study 109</p> <p>Study 4: Student Nurses, Increasing Placement Capacity and Patient Safety. A Retrospective Cohort Study 111</p> <p>Summary and Key Messages 112</p> <p>References 113</p> <p>6.2 University of East Anglia 115<br /><i>Antony Arthur, Rebekah Hill and Michael Woodward</i></p> <p>Is it Better Than What We Did Before? The Challenge of Evaluating New Models of Practice Learning 115</p> <p>References 116</p> <p><b>Part II Coaching Application </b><b>117</b></p> <p><b>7 Introduction to Coaching in Practice </b><b>119<br /></b><i>Rachel Paul and Charlene Lobo</i></p> <p>Language of Coaching 120</p> <p>Thinking Errors 124</p> <p> ‘Clean’ Language 124</p> <p>Re-Phrasing 128</p> <p>The Learning Journey 129</p> <p>Having Difficult Conversations 131</p> <p>References 134</p> <p><b>8 ‘A Coaching Day’ </b><b>135<br /></b><i>Rachel Paul, Charlene Lobo and Jonty Kenward</i></p> <p>Scenario 1: Beginning the Shift, Managing and Negotiating Student-Led Learning 137</p> <p>Scenario 2: One-to-One Supervision – Using a Coaching Approach to Assess/Make Judgements About Student Competence/the Level of Supervision Needed 143</p> <p>Scenario 3: Checking in Midway Conversation 146</p> <p>Scenario 4: End of a Shift – Using Coaching Approaches to Giving Feedback 150</p> <p><b>9 Acute Adult Care – Orthopaedic and Trauma Ward </b><b>154<br /></b><i>Rachel Paul, Charlene Lobo and Helen Bell</i></p> <p>Scenario 1: A Positive Perspective of the ‘Failing Student’: Helping Students Understand Their Development Needs and Action Planning to Meet Them 156</p> <p>Scenario 2: ‘There is no such thing as a failing student’ 161</p> <p>Scenario 3: Solution-Focused Conversations and Supporting the Student’s Emotional Intelligence to Help Turn a Negative Situation into Positive Learning 164</p> <p><b>10 Community Nursing Case Study </b><b>169<br /></b><i>Rachel Paul, Charlene Lobo and Theresa Walker</i></p> <p>Community Nursing – City Team A 170</p> <p>Scenario 1: Unconfident Student, Overcoming Obstacles to Learning 171</p> <p>How the Situation Was Resolved 176</p> <p>Scenario 2: Team Discord, Facilitating Teamworking 177</p> <p>Scenario 3: Using Coaching Approaches in a Crisis 181</p> <p>What Made This Incident Important to Learn From? 185</p> <p>Clear Acknowledgement of Their Own Life Experiences as a Basis for Learning 185</p> <p><b>11 Maternity Case Study </b><b>187<br /></b><i>Kenda Crozier, Rachel Paul and Charlene Lobo</i></p> <p>Scenario 1: Balancing Student-Led Learning and Client Care Needs 188</p> <p>Timeline for the Student Journey 193</p> <p>Scenario 2: Increasing Confidence 194</p> <p>Scenario 3: Supporting Development and Action Planning 198</p> <p>References 201</p> <p><b>12 Mental Health </b><b>202<br /></b><i>Rachel Paul, Charlene Lobo, Ronald Simpson and Helen Bell</i></p> <p>Scenario 1: Managing a Disgruntled Student 204</p> <p>Scenario 2: Managing Resistance to Learning 207</p> <p>Scenario 3: Developing Team Support in an Unfair World 210</p> <p>Scenario 4: Who Cares for the Supervisors? 214</p> <p>References 218</p> <p><b>Conclusion </b><b>220<br /></b><i>Kenda Crozier, David Huggins, Charlene Lobo and Rachel Paul</i></p> <p>The Importance of Sustainable Systems of Student Support 220</p> <p>Increasing Student Numbers 221</p> <p>Preparation for Coaching 223</p> <p>Clinical Educator and Link Lecturer Support 224</p> <p>New NMC Standards 224</p> <p>Partly Applying the Model 225</p> <p>Lessons Learned 226</p> <p>Recommendations 227</p> <p>References 228</p> <p>Index 230</p>
<p><b>Charlene Lobo, BSc, MA RN, RHV,</b> is a Consultant in Practice Education; formerly a Senior Lecturer at the University of East Anglia, where she served as the Academic Lead for Practice Learning and the Collaborative Learning in Practice (CLiP) project.</p><p><b>Rachel Paul, BA, MA,</b> is the Director of ConsultEast, a management and leadership consultancy that integrates coaching with learning, embedding both into practice and performance. She was previously Lecturer in Education Studies at the City College of Norwich, UK.</p><p><b>Kenda Crozier, PhD, MSc, BSc, RM, RN, SFHEA,</b> is Professor of Midwifery at the University of East Anglia, UK, where she has held several senior leadership roles including Faculty Associate Dean for PGR and Lead Midwife for Education.</p>
<p>Cited in the 2015 Willis review on nurse education as an exemplary system-wide approach for supporting learning in practice, Collaborative Learning in Practice (CLiP) is an innovative coaching model that empowers students to take the lead in their practice through creating positive learning cultures.</p><p><i>Collaborative Learning in Practice</i> provides a detailed description of the CLiP model and explains how coaching can be integrated into a range of learning conversations. Written by an experienced team of practitioners, this unique text describes the theoretical basis of the CLiP model, highlights potential pitfalls and successes, and offers practical guidance on implementation. A wealth of real-world case studies demonstrates how the CLiP model works in a range of professional and practice settings, considering healthcare education, research and leadership. This authoritative book:</p><ul><li>Provides an overview of the innovative CLiP model of practice-based learning, linked to the NMC standards for student supervision and assessment</li><li>Offers numerous real-life examples of how to implement and evaluate CLIP in practice</li><li>Explores the use of reverse mentoring to update and share knowledge collaboratively</li><li>Discusses how coaching approaches such as GROW and OSCAR can enhance learning experiences</li><li>Includes access to online learning tools including self-assessment tests, additional practical scenarios and case studies, and links to further reading</li></ul><p>Developing practitioner knowledge and skill through an accessible, reader-friendly approach, <i>Collaborative Learning in Practice</i> is an essential resource for nursing and allied healthcare educators, nursing and healthcare students, and practice mentors, supervisors, and assessors in clinical environments.</p>

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