9780632049677

Mentoring, Preceptorship and Clinical Supervision : A Guide to Professional Roles in Clinical Practice

by ;
  • ISBN13:

    9780632049677

  • ISBN10:

    0632049677

  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2000-01-21
  • Publisher: Wiley-Blackwell
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Summary

Newly qualified nurses often experience difficulties moving from the role of student to qualified nurse. It has been formally recognized that these nurses require a support network to enable them to make this transition smoothly. Preceptorship is an important part of the UKCC's post-registration education and practice proposals. They recommend a period of 4 months under the guidance of a preceptor to enable newly appointed practitioners to achieve confidence within practice.This new edition covers the essential information required to provide learning and support for newly qualified staff. It provides an excellent introduction that is current, relevant and comprehensive in its coverage. Additions to this new edition include coverage of clinical supervision and its relationship to mentoring and preceptorship. This text describes in detail the three main support roles: clinical supervision, mentoring, and preceptorship. These roles are illustrated throughout by case studies.

Table of Contents

Foreword ix
Professor Malcolm Tight
Preface xi
Acknowledgements xiv
The Context of Health Care Work
1(34)
Trust and dependence in health care organisations
1(3)
The emerging crisis of trust in public services
4(8)
Why learning support is necessary
12(20)
References
32(3)
Mentoring in Practice
35(54)
Introduction
35(1)
What is mentoring?
36(4)
The classical mentor
40(5)
Mentor language, functions and organisational culture
45(7)
Choice and mentoring stages
52(3)
Attributes, qualities and abilities of an effective mentor
55(7)
Benefits and limitations of mentoring
62(3)
Formal mentoring: devising a mentor programme
65(10)
Reflection: mentoring case studies
75(8)
References
83(6)
Becoming Accountable: Preceptorship in Clinical Practice
89(46)
Introduction
89(4)
Preceptorship in nursing via action research
93(5)
Key features of the preceptorship model employed
98(3)
Preceptorship and `vocabularies of emotion'
101(12)
Accountability and the issue of `standards'
113(4)
The support paradox
117(6)
Contemplating the rubble: emotions and the research process
123(4)
The future of preceptorship policy: could it become a statutory requirement?
127(2)
Appendix: The Socratic method
129(1)
References
130(3)
Further reading
133(2)
Clinical Supervision: Making the Connections
135(52)
Introduction
135(2)
Reflections of the past
137(2)
Decoding supervision and clinical supervision
139(4)
The current context of clinical supervision
143(8)
Making clinical supervision work in practice
151(4)
Learning in practice and clinical supervision
155(7)
Supervision and support for the student
162(6)
Clinical supervision for student
168(4)
Clinical supervision in practice: some common questions
172(7)
References
179(8)
Providing a Professional Support Framework
187(32)
Introduction
187(1)
The confusion in roles
187(7)
Comparisons between mentoring, preceptorship and clinical supervision
194(6)
Recognising the need for a professional support framework
200(5)
Professional support and development framework
205(3)
A basis for collaborative partnership
208(3)
Issues of quality in professional support: an overview of ethical concepts
211(2)
Looking forward
213(2)
References
215(4)
Postscript 219(4)
Brigid Proctor
Index 223

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