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CITU |
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20240428180110.0 |
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| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2020050276 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781119695417 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781119695424 |
| Qualifying information |
(epub) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781119695417 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781119695387 |
| Qualifying information |
(adobe pdf) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| Cancelled/invalid ISBN |
9781119695363 |
| Qualifying information |
(paperback) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Description conventions |
rda |
| Modifying agency |
DLC |
| 041 ## - LANGUAGE CODE |
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| Language code of text/sound track or separate title |
eng |
| 042 ## - AUTHENTICATION CODE |
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pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
RT71 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
610.73076 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Preferred name for the person |
Lobo, Charlene, |
| Dates associated with a name |
1957- |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
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| Title |
Collaborative learning in practice : |
| Remainder of title |
coaching to support student learners in healthcare / |
| Statement of responsibility, etc |
Charlene Lobo, Rachel Paul, Kenda Crozier. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
First edition. |
| 263 ## - PROJECTED PUBLICATION DATE |
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| Projected publication date |
2106 |
| 264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Hoboken, NJ : |
| Name of publisher, distributor, etc |
Wiley-Blackwell, |
| Date of publication, distribution, etc |
2021. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
1 online resource |
| 336 ## - CONTENT TYPE |
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text |
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txt |
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rdacontent |
| 337 ## - MEDIA TYPE |
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computer |
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c |
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rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
online resource |
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cr |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
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| General note |
ABOUT THE AUTHOR<br/>Charlene Lobo, BSc, MA RN, RHV, is a Consultant in Practice Education; formerly a Senior Lecturer at the University of East Anglia, where she served as the Academic Lead for Practice Learning and the Collaborative Learning in Practice (CLiP) project.<br/><br/>Rachel Paul, BA, MA, is the Director of ConsultEast, a management and leadership consultancy that integrates coaching with learning, embedding both into practice and performance. She was previously Lecturer in Education Studies at the City College of Norwich, UK.<br/><br/>Kenda Crozier, PhD, MSc, BSc, RM, RN, SFHEA, is Professor of Midwifery at the University of East Anglia, UK, where she has held several senior leadership roles including Faculty Associate Dean for PGR and Lead Midwife for Education. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references and index. |
| 505 ## - CONTENTS |
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| Formatted contents note |
TABLE OF CONTENTS<br/>Collaborator Biographies xiii<br/><br/>Foreword xix<br/><br/>Acknowledgements xxiii<br/><br/>Abbreviations xxv<br/><br/>About the Companion Website xxvii<br/><br/>Introduction 1<br/>Kenda Crozier, Charlene Lobo and Rachel Paul<br/><br/>References 4<br/><br/>Glossary 5<br/><br/>Part I Evolution of CLiPTM 7<br/><br/>1 Changes in Practice Learning 9<br/>Kenda Crozier and Charlene Lobo<br/><br/>Regulation of Nurse and Midwifery Education 9<br/><br/>The Return of the Apprentice 13<br/><br/>Clinical Practice Education 13<br/><br/>Establishing a Quality Learning Environment 15<br/><br/>References 17<br/><br/>2 Models of Practice Learning 20<br/>Kenda Crozier<br/><br/>Practice Education 20<br/><br/>Practice Educator Roles 22<br/><br/>Faculty and Clinical Educators in Practice Settings 23<br/><br/>UK Mentorship Model 25<br/><br/>Hub and Spoke Models 28<br/><br/>The Student Perspective 29<br/><br/>Dedicated Education Units and Clinical Clusters 31<br/><br/>Real-Life Learning Wards 33<br/><br/>References 34<br/><br/>3 The CLiPTM Model 39<br/>Charlene Lobo and Jonty Kenward<br/><br/>Domains of CLiP 43<br/><br/>Organisation of Learning 43<br/><br/>Coaching Philosophy 46<br/><br/>Principles of CLiP 47<br/><br/>Collaboration 47<br/><br/>Real-Life Learning 50<br/><br/>Time to Teach and Time to Learn 53<br/><br/>Stepping up and Stepping Back 55<br/><br/>Feedback and Assessment 57<br/><br/>References 61<br/><br/>4 System-Wide Approaches to CLiPTM 64<br/><br/>4.1 The South West CLiPTM Community Cluster Project 65<br/>Jane Bunce<br/><br/>Background and Drivers 65<br/><br/>Why CLiP? 65<br/><br/>Project Overview 66<br/><br/>How Was CLiP Implemented in the Pilot Sites? 66<br/><br/>What Worked Well in the Pilot? 67<br/><br/>What Were the Main Challenges? 68<br/><br/>What Did We Decide we Would Do Differently Following the Pilot? 68<br/><br/>References 69<br/><br/>4.2 Lancashire Teaching Hospitals NHS Foundation Trust Implementation of the CLiPTM Model of Supervision 70<br/>Jonty Kenward<br/><br/>Background and Drivers 70<br/><br/>Key Aims 71<br/><br/>Implementation 71<br/><br/>What Worked Well on Implementation 73<br/><br/>What Were the Main Challenges? 73<br/><br/>Top Tips 74<br/><br/>References 74<br/><br/>4.3 James Paget University NHS Foundation Trust Implementing the CLiPTM Model in Maternity Care 75<br/>Kenda Crozier, Jodie Yerrell and Kirsty Tweedie<br/><br/>Introduction 75<br/><br/>How Was CLiP Implemented? 75<br/><br/>Timeline 79<br/><br/>Top Tips 79<br/><br/>References 80<br/><br/>5 Coaching Theory and Models 81<br/>Rachel Paul<br/><br/>Coaching Theory 82<br/><br/>The Psychodynamic Coaching Approach 84<br/><br/>Cognitive Behavioural Coaching 86<br/><br/>Thinking errors to be aware of as a coach, educator, or student 89<br/><br/>Solutions Focused Coaching 90<br/><br/>Person-Centred Coaching 92<br/><br/>Gestalt and Coaching 93<br/><br/>Narrative Coaching 94<br/><br/>Psychological Development in Adulthood and Coaching 94<br/><br/>Positive Psychology 95<br/><br/>Being resilient…bouncebackability 96<br/><br/>Transactional Analysis 96<br/><br/>Some Conclusions 98<br/><br/>Key coaching skills and templates to experiment with 99<br/><br/>References 101<br/><br/>6 Evaluation 103<br/>6.1 Plymouth University 104<br/>Graham Williamson, Adele Kane and Jane Bunce<br/><br/>Background 104<br/><br/>Study 1: Collaborative Learning in Practice: A Systematic Review and Narrative Synthesis of the Research Evidence in Nurse Education 105<br/><br/>Study 2: ‘Thinking like a Nurse’. Changing the Culture of Nursing Students’ Clinical Learning: Implementing Collaborative Learning in Practice 107<br/><br/>Study 3: Investigating the Implementation of a Collaborative Learning in a Practice Model of Nurse Education in a Community Placement Cluster: A Qualitative Study 109<br/><br/>Study 4: Student Nurses, Increasing Placement Capacity and Patient Safety. A Retrospective Cohort Study 111<br/><br/>Summary and Key Messages 112<br/><br/>References 113<br/><br/>6.2 University of East Anglia 115<br/>Antony Arthur, Rebekah Hill and Michael Woodward<br/><br/>Is it Better Than What We Did Before? The Challenge of Evaluating New Models of Practice Learning 115<br/><br/>References 116<br/><br/>Part II Coaching Application 117<br/><br/>7 Introduction to Coaching in Practice 119<br/>Rachel Paul and Charlene Lobo<br/><br/>Language of Coaching 120<br/><br/>Thinking Errors 124<br/><br/> ‘Clean’ Language 124<br/><br/>Re-Phrasing 128<br/><br/>The Learning Journey 129<br/><br/>Having Difficult Conversations 131<br/><br/>References 134<br/><br/>8 ‘A Coaching Day’ 135<br/>Rachel Paul, Charlene Lobo and Jonty Kenward<br/><br/>Scenario 1: Beginning the Shift, Managing and Negotiating Student-Led Learning 137<br/><br/>Scenario 2: One-to-One Supervision – Using a Coaching Approach to Assess/Make Judgements About Student Competence/the Level of Supervision Needed 143<br/><br/>Scenario 3: Checking in Midway Conversation 146<br/><br/>Scenario 4: End of a Shift – Using Coaching Approaches to Giving Feedback 150<br/><br/>9 Acute Adult Care – Orthopaedic and Trauma Ward 154<br/>Rachel Paul, Charlene Lobo and Helen Bell<br/><br/>Scenario 1: A Positive Perspective of the ‘Failing Student’: Helping Students Understand Their Development Needs and Action Planning to Meet Them 156<br/><br/>Scenario 2: ‘There is no such thing as a failing student’ 161<br/><br/>Scenario 3: Solution-Focused Conversations and Supporting the Student’s Emotional Intelligence to Help Turn a Negative Situation into Positive Learning 164<br/><br/>10 Community Nursing Case Study 169<br/>Rachel Paul, Charlene Lobo and Theresa Walker<br/><br/>Community Nursing – City Team A 170<br/><br/>Scenario 1: Unconfident Student, Overcoming Obstacles to Learning 171<br/><br/>How the Situation Was Resolved 176<br/><br/>Scenario 2: Team Discord, Facilitating Teamworking 177<br/><br/>Scenario 3: Using Coaching Approaches in a Crisis 181<br/><br/>What Made This Incident Important to Learn From? 185<br/><br/>Clear Acknowledgement of Their Own Life Experiences as a Basis for Learning 185<br/><br/>11 Maternity Case Study 187<br/>Kenda Crozier, Rachel Paul and Charlene Lobo<br/><br/>Scenario 1: Balancing Student-Led Learning and Client Care Needs 188<br/><br/>Timeline for the Student Journey 193<br/><br/>Scenario 2: Increasing Confidence 194<br/><br/>Scenario 3: Supporting Development and Action Planning 198<br/><br/>References 201<br/><br/>12 Mental Health 202<br/>Rachel Paul, Charlene Lobo, Ronald Simpson and Helen Bell<br/><br/>Scenario 1: Managing a Disgruntled Student 204<br/><br/>Scenario 2: Managing Resistance to Learning 207<br/><br/>Scenario 3: Developing Team Support in an Unfair World 210<br/><br/>Scenario 4: Who Cares for the Supervisors? 214<br/><br/>References 218<br/><br/>Conclusion 220<br/>Kenda Crozier, David Huggins, Charlene Lobo and Rachel Paul<br/><br/>The Importance of Sustainable Systems of Student Support 220<br/><br/>Increasing Student Numbers 221<br/><br/>Preparation for Coaching 223<br/><br/>Clinical Educator and Link Lecturer Support 224<br/><br/>New NMC Standards 224<br/><br/>Partly Applying the Model 225<br/><br/>Lessons Learned 226<br/><br/>Recommendations 227<br/><br/>References 228<br/><br/>Index 230 |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
"The World Health Organisation declared 2020 the year of the Nurse and Midwife and in December 2019 the Nursing and Midwifery Council acknowledged 100 years of nursing registration in the United Kingdom. The model of hospital based 'training' of nursing and the instigation of a register for qualified nurses in the 1919 Nurses Act, may have been the beginning of the professionalisation of nurses but according to Davies (1977) was also responsible for nursing shortages by restricting training places. In the century that followed we have seen changes to the nurses and midwives act, the 'training' evolving from hospital control into higher education and the registration of nurses moving from the responsibility of the General Nursing Council to the United Kingdom Central Council (with four country boards) to the current Nursing and Midwifery Council. The 1902 Midwives Act (England and Wales) established the Central Midwives Board to oversee the education and practice of midwives, thus beginning the route to professionalisation of midwifery. Today nurses and midwives in UK practice under rules laid down in government legislation in The Health Act 1999 (UK) and Nursing and Midwifery Order 2001 (UK) and subsequent amendments as statutory instruments. The need to educate more nurses to replace an ageing workforce and the requirement for clinical practice experience to support this poses a difficult problem for educators to reconcile"-- |
| Assigning source |
Provided by publisher. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
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| Source of description note |
Description based on print version record and CIP data provided by publisher; resource not viewed. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Nurses |
| General subdivision |
Training of. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Nursing |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Group work in education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Nurses |
| General subdivision |
Law and legislation |
| Geographic subdivision |
Great Britain. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Midwives |
| General subdivision |
Law and legislation |
| Geographic subdivision |
Great Britain. |
| 655 #0 - INDEX TERM--GENRE/FORM |
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| Genre/form data or focus term |
Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Paul, Rachel, |
| Dates associated with a name |
1960- |
| Relator term |
author. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Crozier, Kenda, |
| Relator term |
author. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://onlinelibrary.wiley.com/doi/book/10.1002/9781119695417 |
| Link text |
Full text is available at Wiley Online Library Click here to view |
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20 |
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EBOOK |