Practice Based Learning in Nursing, Health and Social Care: by Ian Scott

By Ian Scott

Work-based studying facilitation, mentoring and training are all vital to the healthcare professions. Practice established studying in Nursing, wellbeing and fitness and Social Care promotes potent expert studying within the place of work and is helping healthcare pros to improve, increase, think of and alter their perform and perceptions of mentoring, facilitating, and supervision.

Aimed on the health and wellbeing and social care practitioner who's desirous about facilitating studying, instructing and assessing inexperienced persons in perform, this crucial, complete textual content explores a number of key topics, including:

- the character of facilitating (coaching, supervision, mentoring) inside of expert contexts

- studying in groups of practice

- turning into a good facilitator/mentor

- comprehend and aiding work-based learning

- Managing the bizarre, resembling failing inexperienced persons or people with certain needs

- Giving and documenting feedback

- coping with workloads in busy environments

- specialist improvement issues

Special features:

  • A transparent, obtainable consultant for brand new and skilled perform educators/facilitators alike
  • A accomplished, utilized textual content for practitioners of all degrees of expertise in facilitation and supervision
  • Written via authors with huge event within the field
  • Uniquely makes a speciality of the pro improvement of the mentor/facilitator themselves
  • Provides case experiences all through displaying illustrating universal concerns and the way to have interaction in formal theories practice
  • Multiprofessional concentration - aimed toward all future health and social care practitioners

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Extra info for Practice Based Learning in Nursing, Health and Social Care: Mentorship, Facilitation and Supervision

Example text

I suppose I expected people to be more caring and understanding and ­support each other’ Jack (in Spouse 2003b: 77) As a result of his experiences with these clinical staff Jack made poor progress and received unsatisfactory reports. In the end he decided to leave his general nursing programme and was advised to go into mental health nursing from which he successfully graduated. ’ And I felt like going home in the end and in the end the only reason I didn’t was because I’d got up at 6 am to get there.

I find it very disheartening at times. (In another placement I felt accepted) and valued; to a minor point that I’ve got my name up on the board . . Ruth (in Spouse 2003b: 112/113) These three learners are describing situations that seem to be part of every learners’ ­experience of going into unfamiliar clinical settings. As Marie and Ruth explain, when they had a mentor who took the time to get to know them and to assess their learning needs it reduced their anxiety and increased their confidence.

We have also included some questions (Points to Ponder and Socratic Questions) that we think will help you to learn, and we hope you will answer them before progressing to the next section of the book. We have written this text so that each of the main chapters can be read in isolation from the others, although of course we would prefer you to read the whole text. At the end of reading the book, we are certain you will have a better understanding of how to facilitate the learning of other individuals in your workplace and be more effective in your role as a facilitator.

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