Mentoring, preceptorship and clinical supervision : a guide to clinical support and supervision / Alison Morton-Cooper and Anne Palmer.
By: Morton-Cooper, Alison
.
Contributor(s): Palmer, Anne | Morton-Cooper, Alison. Mentoring and preceptorship.
Material type: 
BookPublisher: Oxford ; Malden, MA, USA : Blackwell Science, 2000Edition: 2nd ed.Description: xii, 226 p. : ill. ; 23 cm.ISBN: 0632049677 (pb); 9780632049677.Subject(s): Mentoring in nursing | Nursing -- Study and teaching (Preceptorship) | Nurses -- Supervision of | Mentoring in nursing -- Great Britain | Health and Wellbeing | Nursing -- Study and teaching (Preceptorship) -- Great Britain | Industrial or vocational training | Clinical competence | Nursing & ancillary services | NursingDDC classification: 610.7807155 MOR Summary: Formally recognised by nursing professionals, a network of support is regarded as an advantage for recently qualified nurses. This guide shows how to plan, implement and evaluate work-based support and promote team building and accountability.
| Item type | Current library | Call number | Copy number | Status | Barcode | |
|---|---|---|---|---|---|---|
| General lending | MTU Kerry North Campus Library First Floor Main | 610.7807155 MOR (Browse shelf(Opens below)) | 0 | Available | 38888000421051 | |
| General lending | MTU Kerry North Campus Library First Floor Main | 610.7807155 MOR (Browse shelf(Opens below)) | 2 | Available | 38888000421069 |
Enhanced descriptions from Syndetics:
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.
Rev. ed. of: Mentoring and preceptorship. c1993.
Includes bibliographical references and index.
Formally recognised by nursing professionals, a network of support is regarded as an advantage for recently qualified nurses. This guide shows how to plan, implement and evaluate work-based support and promote team building and accountability.
Table of contents provided by Syndetics
- Foreword (p. ix)
- Preface (p. xi)
- Acknowledgements (p. xiv)
- 1 The Context of Health Care Work (p. 1)
- Trust and dependence in health care organisations (p. 1)
- The emerging crisis of trust in public services (p. 4)
- Why learning support is necessary (p. 12)
- References (p. 32)
- 2 Mentoring in Practice (p. 35)
- Introduction (p. 35)
- What is mentoring? (p. 36)
- The classical mentor (p. 40)
- Mentor language, functions and organisational culture (p. 45)
- Choice and mentoring stages (p. 52)
- Attributes, qualities and abilities of an effective mentor (p. 55)
- Benefits and limitations of mentoring (p. 62)
- Formal mentoring: devising a mentor programme (p. 65)
- Reflection: mentoring case studies (p. 75)
- References (p. 83)
- 3 Becoming Accountable: Preceptorship in Clinical Practice (p. 89)
- Introduction (p. 89)
- Preceptorship in nursing via action research (p. 93)
- Key features of the preceptorship model employed (p. 98)
- Preceptorship and 'vocabularies of emotion' (p. 101)
- Accountability and the issue of 'standards' (p. 113)
- The support paradox (p. 117)
- Contemplating the rubble: emotions and the research process (p. 123)
- The future of preceptorship policy: could it become a statutory requirement? (p. 127)
- Appendix The Socratic method (p. 129)
- References (p. 130)
- Further reading (p. 133)
- 4 Clinical Supervision: Making the Connections (p. 135)
- Introduction (p. 135)
- Reflections of the past (p. 137)
- Decoding supervision and clinical supervision (p. 139)
- The current context of clinical supervision (p. 143)
- Making clinical supervision work in practice (p. 151)
- Learning in practice and clinical supervision (p. 155)
- Supervision and support for the student (p. 162)
- Clinical supervision for students (p. 168)
- Clinical supervision in practice: some common questions (p. 172)
- References (p. 179)
- 5 Providing a Professional Support Framework (p. 187)
- Introduction (p. 187)
- The confusion in roles (p. 187)
- Comparisons between mentoring, preceptorship and clinical supervision (p. 194)
- Recognising the need for a professional support framework (p. 200)
- Professional support and development framework (p. 205)
- A basis for collaborative partnership (p. 208)
- Issues of quality in professional support: an overview of ethical concepts (p. 211)
- Looking forward (p. 213)
- References (p. 215)
- Postscript (p. 219)
- Index (p. 223)
Author notes provided by Syndetics
Alison Morton-Cooper has had many years of experience in the field of health care, in health services journalism, as a health educator and latterly as a senior nurse and lecturer in continuing professional education. Her MEd and PhD in Continuing Education from the University of Warwick, England, led to substantive research as to the ways health professionals learn best from practice. Last but not least, she is the mother of a teenage son diagnosed as having high functioning autism, and she is an experienced advocate for families affected by autism.
Anne Palmer, Freelance Education Consultant at the Centre for Higher Education Studies, University of London, UK.