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<p>About the editors xi</p> <p>List of contributors xii</p> <p>Preface xiii</p> <p>Acknowledgements xiv</p> <p><b>Chapter 1 </b><b>Mentorship 1<br /> </b><i>Kate Kilgallon</i></p> <p>Introduction 1</p> <p>Mentoring and mentorship 2</p> <p>Why do students need a mentor? 5</p> <p>What should a mentor do? 8</p> <p>Mentorship and coaching 16</p> <p>Education support roles and functions 22</p> <p>Summary 24</p> <p><b>Chapter 2 </b><b>The mentor–student relationship 26<br /> </b><i>Kate Kilgallon</i></p> <p>Introduction 26</p> <p>Policies for mentoring 27</p> <p>Initiating the mentor–student relationship 28</p> <p>Stages of the mentor–student relationship 31</p> <p>Establishing a mentor–student relationship 34</p> <p>Mentoring students through transitions 37</p> <p>Difficulties establishing an effective mentor–student relationship 39</p> <p>What do students find difficult? 41</p> <p>Enabling learning 43</p> <p>Disabling learning 45</p> <p>Other factors that may affect the companion stage of the mentor–student relationship 46</p> <p>Summary 52</p> <p><b>Chapter 3 </b><b>The mentor as teacher 54<br /> </b><i>Janet Thompson with contributions from Linda Kenward</i></p> <p>Introduction 54</p> <p>Defining teaching 55</p> <p>Constructivism versus objectivism 66</p> <p>Andragogy versus pedagogy 67</p> <p>Factors affecting learning 74</p> <p>The learning environment 74</p> <p>Summary 78</p> <p><b>Chapter 4 </b><b>Experiential learning and reflective practice 81<br /> </b><i>Kate Kilgallon</i></p> <p>Introduction 81</p> <p>Learning through practice 82</p> <p>A model for learning through experience 84</p> <p>What is reflection? 89</p> <p>The reflective process 91</p> <p>Reflective practice 92</p> <p>Knowledge used in practice 94</p> <p>The components of reflective practice 98</p> <p>Frameworks for reflection 98</p> <p>What is reflexivity? 102</p> <p>Why bother with reflection? 104</p> <p>Critical incidents 105</p> <p>Legitimising reflection 107</p> <p>Summary 107</p> <p><b>Chapter 5 </b><b>Learning styles and teaching theories 110<br /> </b><i>Kate Kilgallon and Janet Thompson with contributions from Phil Race</i></p> <p>Introduction 110</p> <p>Personality traits 111</p> <p>Self-awareness 113</p> <p>Learning styles 118</p> <p>Learning theories 125</p> <p>How can mentors underpin successful learning? 127</p> <p>Communication in a healthcare setting 129</p> <p>Approaches to learning 131</p> <p>Summary 139</p> <p><b>Chapter 6 </b><b>The mentor as assessor 142<br /> </b><i>Janet Thompson with contributions from Linda Kenward and</i><i>Anthea Wilson</i></p> <p>Introduction 142</p> <p>Why assess? 143</p> <p>The mentor as assessor 144</p> <p>Learning environment and audit 146</p> <p>Educational audit 151</p> <p>Coercion in mentoring 152</p> <p>Types of assessment 153</p> <p>Assessing competence 158</p> <p>Reasonable adjustments 161</p> <p>Failing a student: putting in the eff ort but feeling guilty 164</p> <p>Summary 165</p> <p><b>Chapter 7 </b><b>Competence and capability: a framework for collaborative learning and working 168<br /> </b><i>Frances Gordon and Hilary Pengelly with contributions from Janet Thompson</i></p> <p>Introduction 168</p> <p>Competence and capability 169</p> <p>Interprofessional education and practice 174</p> <p>The Interprofessional Capability Framework 176</p> <p>An analysis of the practice utility of interprofessional capability in the context of child safeguarding or protection 177</p> <p>Summary 189</p> <p><b>Chapter 8 </b><b>Mentoring – health improvement 194<br /> </b><i>Janet Thompson with contributions from Linda Kenward</i></p> <p>Introduction 194</p> <p>Health improvement 195</p> <p>Health improvement policies 196</p> <p>Partnership working 198</p> <p>Empowerment 203</p> <p>Portraying or enactment of the health promoter role 206</p> <p>Health inequalities 207</p> <p>Ethical considerations 209</p> <p>Education and practice gap 211</p> <p>Summary 213</p> <p><b>Chapter 9 </b><b>Career development 216<br /> </b><i>Janet Thompson with contributions from Linda Kenward</i></p> <p>Introduction 216</p> <p>Pre-registration career pathways 217</p> <p>Career entry routes 219</p> <p>Generic frameworks and policies for career progression 221</p> <p>Career planning or happy accident? 225</p> <p>Diversity of roles 228</p> <p>Using your mentoring skills to further your career 233</p> <p>Where would you like to see your career in the future? 237</p> <p>Summary 237</p> <p><b>Chapter 10 </b><b>Some final points 239<br /> </b><i>Janet Thompson with contributions from Dorothy Adam and Leigh Kenward</i></p> <p>Introduction 239</p> <p>Response to scenario 10.1 240</p> <p>Response to scenario 10.2 241</p> <p>Response to scenario 10.3 241</p> <p>Response to scenario 10.4 242</p> <p>Response to scenario 10.5 243</p> <p>Response to scenario 10.6 243</p> <p>Reflection on scenario 10.7 244</p> <p>Reflection on scenario 10.8 245</p> <p>Response to scenario 10.9 246</p> <p>Response to scenario 10.10 247</p> <p>Response to scenario 10.11 248</p> <p>Reflection on scenario 10.12 249</p> <p>Reflection on scenario 10.13 250</p> <p>Reflection on scenario 10.14 251</p> <p>Reflection on scenario 10.15 252</p> <p>Response to scenario 10.16 252</p> <p>Response to scenario 10.17 253</p> <p>Response to scenario 10.18 254</p> <p>Response to scenario 10.19 255</p> <p>Summary 255</p> <p>Index 257 </p>

<p>“This practical guide will enhance a deep level of understanding and knowledge of mentorship.  It is an invaluable resource on mentorship in nursing and health care.”  (<i>Nursing Standard</i>, 3 October 2012)</p>

<p><strong>Kate Kilgallon</strong> is Senior Lecturer at Teesside University, UK. <p><strong>Janet Thompson</strong> is Senior Lecturer at Robert Gordon University, UK.

<i>Mentoring in Nursing and Healthcare</i> is a practical, interactive resource that promotes active participation and enhances a deeper level of understanding of mentorship. It explores what is meant by the process of mentoring, addresses what a mentor is, what the role entails, and gives practical help on teaching and assessing students in clinical practice. Written primarily for mentors, this book offers a range of theoretical and practical activities and resources that are enhanced by online learning resources. <p>Each chapter focuses on a different aspect of mentorship, including:</p> <ul> <li>The role of mentorship</li> <li>The mentor–student relationship</li> <li>The mentor as teacher</li> <li>Experiential learning and reflective practice</li> <li>Learning styles and teaching theories</li> <li>The mentor as assessor</li> <li>Competence and capability</li> <li>Health improvement</li> <li>Career development</li> </ul> <p>A core text for mentor preparation and mentor update courses in nursing and allied health, <i>Mentoring in Nursing and Healthcare</i> is an essential guide that will support learning and ongoing professional development.</p> <p><b>Key Features</b></p> <ul> <li>Includes not only the latest and most up-to-date NMC standards, but also the Health Professionals Councils standards of proficiency</li> <li>Accessible and practice oriented, with case studies, reflective exercises and activities throughout</li> <li>Has a strong focus on assessment skills</li> <li>Supported by interactive online resources that include pre- and post-test multiple choice questions, web-links, PowerPoint slides, case studies and activities! (visit <a href="http://www.wiley.com/go/mentoring">www.wiley.com/go/mentoring</a>)</li> </ul>

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