Arguably the most important aspect of nursing and midwifery training is the clinical placement during which nurses learn and practice their many skills in the real world. The most important factor that supports a good placement is the internship supervisor working with the student. The Nurse Mentor’s Handbook 3rd Edition PDF free provides all detail about it. All nurses have a duty, through their professional code of conduct, to pass on their knowledge and teach students, and this book is a guide to doing so. The second edition of The Nurse Mentor’s Handbook encompassed changes in nursing education and this third edition has had to incorporate some general changes in pre-registration nursing education and mentoring of nursing students described by the NMC as not only an update but as a radical revision. No less important have been changes in terminology and division of labor: nursing mentors have been replaced by practice supervisors and practice advisors. In a sense, these is the emperor’s new clothes (or titles), which we’ll talk more about in Chapter 1. Among other changes, there have also been new competency standards for registered nurses and the introduction of associate nurses.
While the mentor of yesteryear is now portrayed as practice supervisor and sometimes practice advisor, the reality will see the same nurses using the same roles and skills under new titles, with little practical difference. The word mentor is still used in many cases throughout this book, such as in practice examples taken before the new terminology was implemented; in fact, it will take some time for nursing to get used to the new terminology, especially since the word mentor perfectly describes the role of supervisor and evaluator in a clinical practice setting.
Who is this book for?
The purpose of The Nurse Mentor’s Handbook 3rd Edition PDF is to examine and support the role of the nurse acting as a practice supervisor and/or advisor to pre-registration student nurses in light of the 2018 NMC Standards for the Supervision and Evaluation of Students (CMN 2018a). The book is intended primarily for qualified nurses taking on the role of practice supervisor and evaluator. However, it will also be of value to all nursing students as it contains a wealth of guidance and ideas on useful learning experiences to carry out in practice and how these can be presented as evidence of competency achievement. It will also be useful for those tutoring or supervising in other settings related to health and social care, such as occupational therapy, physical therapy, and social work. Professional standards may vary but, as with midwives, supervisory skills and teaching elements will be transferable.
The Nurse Mentor’s Handbook 3rd Edition
If you want to know what is in this nursing free book then I am going to share a summary of all major chapters below
Chapter 1: “The Mentor’s New Clothes,” discusses the policy context and recent changes arising from the NMC Standards for the Monitoring and Evaluation of Students (2018a), which set out the roles and requirements for supervisors and mentors. practice evaluators. The history and politics of mentoring are also examined to learn valuable lessons.
Chapter 2: “Supervising Effective Practice,” examines the role of the supervisor, trying to capture the essence of what it takes to be a good supervisor. It examines some key principles, including effective working relationships and communication, and offers plenty of practical advice on how to make a student feel valued and a successful placement.
Chapter 3: “Supervision Considerations,” reviews the clinical supervision literature to see how it informs practice supervision. Discusses the concept of “toxic” mentoring or supervision and how to audit your supervision skills. She also discusses the introduction of a new level of nurse associate and examines her own needs in relation to supervision.
Chapter 4: “The Clinical Learning Environment,” examines the qualities of a good learning environment, as well as what detracts from it. In any learning environment, many factors affect the learning that takes place, for better or worse. Readers are asked to reflect on their own experiences here to explore key questions. The chapter also covers the key aspects of competency mapping and how it can be achieved, and explores the range of potential learning opportunities in the clinical setting. In addition, it introduces a series of strategies that can help improve the learning environment. Emphasis is placed on evidence-based practice and the role that action research can play.
Chapter 5: “Teaching and Learning Theory,” explores major educational theories, examining them for their usefulness and practical application. Behavioral, cognitive, and humanistic approaches to learning and teaching are explored along with the concepts of andragogy and pedagogy. The chapter also examines the concept of learning styles and the work of Kolb, Bloom and Honey, and Mumford, among others.
Chapter 6: “Teaching in Practice,” discusses the teaching cycle, teaching planning, and lesson planning. The chapter outlines the practicalities and skills of teaching in the practice setting and examines the various teaching methods and resources that are available, giving the practice supervisor a variety of strategies to choose from. It also discusses the assessment of learning.
Chapter 7: “Evaluation: Theory and Practical Reality,” focuses on the evaluation, examining the process and the theory behind it. Starting from the definitions and objectives of evaluation, it goes on to discuss the cardinal criteria for evaluation, such as validity and reliability. From a practical standpoint, a variety of assessment methods are examined that can be used to assess clinical competence, again giving the practice supervisor and assessor a variety of strategies to choose from.
Chapter 8: “Evidence of Learning,” discusses the range of evidence that can be used to demonstrate students’ achievement of their competencies. The role of portfolios that many students and qualified nurses have to carry is examined. It also highlights the importance of reflection.
Chapter 9: Encouraging successful placement’, provides a summary of good practice in relation to supporting students in general. It also discusses ways that mentors can help students with disabilities, such as dyslexia and dyscalculia, and support students under stress. The chapter also examines the work of Kathleen Duffy and others who identified that mentors were “failing to fail” students for various reasons. The evidence and implications are examined in detail before outlining a fair and objective support strategy for a failing student. The implications for professional (and other) accountability are clear. Special emphasis is placed on the difficult area of assessing a student’s “attitude.” The chapter outlines good practice guidelines for internship supervisors and evaluators and suggests ways in which the supervisor can help the student make the most of the internship placement.
Chapter 10: “Support and Development for the Practice Supervisor and Evaluator,” provides a variety of strategies related to how practice supervisors can be supported. The chapter also discusses the evidence that nurses could generate in relation to the current
|Book Name||The Nurse Mentor’s Handbook|
|Author of Book||DANNY WALSH|
|Category||Books for Nurses|
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