|About the book|
"This is an innovative book which takes account of the professional development of the qualified nurse as it relates to their specific role as a mentor. The case studies provide an excellent framework for development in the role, whilst the links to the Knowledge Skills Framework(KSF) will be invaluable to appraisers and professional development. An excellent foundation text for practitioners who wish to undertake the mentor role."
Karen Holland, Research Fellow, University of Salford, UK and Editor, Nurse Education in Practice
This book is the ideal resource for anyone working as a nurse mentor. Using case studies and examples based on the specific Nursing and Midwifery Standards (NMC 2008) the book supports qualified mentors towards meeting the evidence requirements of an annual mandatory update.
A range of activities are included that can be worked through individually by a mentor or with peers. These will help to provide a range of different sources of evidence at appraisal interviews, to demonstrate a mentor's ongoing competence.
This practical and flexible guide explains the meaning of competence and is designed to help mentors judge competence in line with Nursing and Midwifery Council standards and the NHS Knowledge and Skills Framework.
Appraisers/reviewers will also find this book useful, as it outlines the organisational and individual obligations in promoting and recording the ongoing competence of mentors.
|About the authors|
Cyril Murray worked as a Senior Lecturer at the University of Salford, UK, and has held a number of senior educational posts over the last 20 years.
Lyn Rosen is a Lecturer in the School of Nursing in the Faculty of Health and Social Care at the University of Salford, UK, and is involved in the development and delivery of work based and e-learning initiatives.
Karen Staniland is a Senior Lecturer in the School of Nursing in the Faculty of Health and Social Care, University of Salford, UK. She is co-editor of Clinical Skills: The Essence of Caring (Open University Press, 2009).
|Table of contents|
Part One: Mentorship, Competence and Placement Provider Responsibilities
Mentorship: Past, present and future
The nature of competence
Mentorship: Practice placement provider perspectives and responsibilities
Part two: Mentorship updating through case studies
Mentor updating using case studies
Case study one: Establishing effective working relationships
Case study two: Facilitation of learning
Case study three: Assessment and accountability
Case study four: Evaluation of Learning
Case study five: Creating and environment for learning
Case study six: Context of practice
Case study seven: Evidence-based practice
Case study eight: Leadership
Case study nine: Group assessment exercise
Part three: Updating and sources of evidence
Mentor updating: Other activities / sources of evidence
APPENDIX 1: SUGGESTED ANSWERS TO THE CASE STUDIES
CASE STUDY ONE: ESTABLISHING EFFECTIVE WORKING RELATIONSHIPS
CASE STUDY TWO: FACILITATION OF LEARNING
CASE STUDY THREE: ASSESSMENT AND ACCOUNTABILITY
CASE STUDY FOUR: EVALUATION OF LEARNING
CASE STUDY FIVE: CREATING AN ENVIRONMENT FOR LEARNING
CASE STUDY SIX: CONTEXT OF PRACTICE
CASE STUDY SEVEN: EVIDENCE-BASED PRACTICE
CASE STUDY EIGHT: LEADERSHIP
CASE STUDY NINE: GROUP ASSESSMENT EXERCISE