Mentorship in Community Nursing: Challenges and Opportunities PDF
Preview Mentorship in Community Nursing: Challenges and Opportunities
MENTORSHIP IN COMMUNITY NURSING: CHALLENGES AND OPPORTUNITIES MENTORSHIP IN COMMUNITY NURSING: CHALLENGES AND OPPORTUNITIES JUDITH CANHAM AND JOANNE BENNETT b Blackwell Science #2002by DISTRIBUTORS BlackwellScienceLtd EditorialOffices: MarstonBookServicesLtd OsneyMead,OxfordOX20EL POBox269 25JohnStreet,LondonWC1N2BS Abingdon 23AinsliePlace,EdinburghEH36AJ OxonOX144YN 350MainStreet,Malden (Orders: Tel: 01235465500 MA021485018,USA Fax:01235465555) 54UniversityStreet,Carlton Victoria3053,Australia USA 10,rueCasimirDelavigne BlackwellScience,Inc. 75006Paris,France CommercePlace 350MainStreet OtherEditorialOffices: Malden,MA021485018 (Orders: Tel: 8007596102 BlackwellWissenschafts-VerlagGmbH 7813888250 Kurfu¨rstendamm57 Fax:7813888255) 10707Berlin,Germany Canada BlackwellScienceKK LoginBrothersBookCompany MGKodenmachoBuilding 324SaulteauxCrescent 7–10KodenmachoNihombashi Winnipeg,ManitobaR3J3T2 Chuo-ku,Tokyo104,Japan (Orders: Tel: 204837-2987 Fax:204837-3116) IowaStateUniversityPress ABlackwellScienceCompany Australia 2121S.StateAvenue BlackwellSciencePtyLtd Ames,Iowa50014-8300,USA 54UniversityStreet Carlton,Victoria3053 TherightoftheAuthortobeidentifiedasthe (Orders: Tel: 0393470300 AuthorofthisWorkhasbeenassertedin Fax:0393475001) accordancewiththeCopyright,Designsand PatentsAct1988. Acataloguerecordforthistitleisavailable fromtheBritishLibrary Allrightsreserved.Nopartofthispublication ISBN0-632-05707-6 maybereproduced,storedinaretrieval system,ortransmitted,inanyformorbyany LibraryofCongress means,electronic,mechanical,photocopying, Cataloging-in-PublicationData recordingorotherwise,exceptaspermittedby Canham,Judith. theUKCopyright,DesignsandPatentsAct Mentorshipincommunitynursing: 1988,withoutthepriorpermissionofthe challengesandopportunities/Judith publisher. CanhamandJoAnneBennett. p.;cm. Firstpublished2002 Includesbibliographicalreferencesand index. Setin10/12ptGaramondLight ISBN0-632-05707-6 byDPPhotosetting,Aylesbury,Bucks 1.Communityhealthnursing. PrintedandboundinGreatBritainby 2.Mentoring. I.Bennett,Joanne. II.Title. MPGBooksLtd,Bodmin,Cornwall [DNLM: 1.CommunityHealthNursing— UnitedStates. 2.Mentors—UnitedStates. TheBlackwellSciencelogoisatrademarkof WY106C222m2001] BlackwellScienceLtd,registeredattheUnited RT98.C362001 KingdomTradeMarksRegistry 610.73’43—dc21 2001037814 Forfurtherinformationon BlackwellScience,visitourwebsite: www.blackwell-science.com Contents Contributors xi Acknowledgements xiii Introduction xv Part 1:The Policy Context 1 1 Setting the Scene: Conceptsof SpecialistPractitionerand SpecialistPracticeMentor 3 JudithCanham Specialistpractice 3 Programme organisation tomeet specialist practitioneroutcomes 4 Thementor for specialist practice in communitysettings 6 Case study 1.1 Movingtoward good mentorship 8 Case study 1.2 Uncovering themysteries ofspecialist practice 10 Context 10 2 From Policy to Practice 12 Joanne Bennett Introduction 12 Theneedfor change 13 Thedevelopment of primary care groups 14 Implicationsfor the preparationof specialist practitionersand therole ofthe mentor 18 Summary 20 3 Maintainingand Developing Qualityand Equitywithin HigherEducation Programmes 21 Mary Dunning Introduction 21 Key quality systems 22 Qualityassurance 22 Qualityaudit 28 Qualityenhancement 29 Conclusion 30 v Contents Part 2:Theoryand Practice Context 31 4 LearningApproachesinthePractice Context 33 Judith Canhamand Sue Moore Introduction 33 Critical thinking 34 The mentor’s role 34 Competency 35 Case study 4.1 Indentifying specialist practice competencies 36 Adult learning: andragogy 38 Case study 4.2 Enabling the development ofleadership 40 The humanisticapproach 41 Case study 4.3 Utilisingeducational approaches to facilitate learning 43 The behavioural approach 43 The cognitive approach 44 The learning environment: organising opportunities for learning 44 Case study 4.4 Using learning opportunities 45 Students’learningstyles 47 Theory-practice integration 48 The application ofeducational theory 49 Summary 49 5 Reflective Practice 50 JoanneBennett Introduction 50 Reflection 51 What is critical incident analysis? 54 Case study 5.1 Criticalincident:dysfunctional multi-disciplinaryteamwork 58 Reflection on process 59 6 ClinicalSupervision for theSpecialistPractitionerStudent 62 Peter Wilkin Introduction 62 Educational clinical supervision 63 Prerequisites toclinicalsupervision 65 Power 67 Assessmentand supervision 68 Training 69 The supervisoryrelationship 69 Case study 6.1 Counter-transference in clinical supervision 70 Turning lived experience into learning experience 71 Areflective model for educational supervision 71 Supervision for thementor 73 Envoi 74 vi Contents 7 The English NationalBoard Higher Award: A Strategy for Change 76 Joanne Bennett Introduction 76 What isthe ENB Higher Award? 76 Theprocess 78 Issues forconsideration 84 8 Assessment of Specialist Community Practice 85 JudithCanham Introduction 85 Standards ofassessment 86 Purpose ofassessment 87 Types ofassessment for specialist practice 87 Case study 8.1 Continuous assessment:ameans of enablingdevelopment 89 Methods ofassessment 90 Case study 8.2 Diagnostic assessment: astarting point 92 Case study 8.3 Observation asan assessmenttool 92 Case study 8.4 A learning contract asalearning and assessment tool 94 Reliabilityand validity 95 Identifying theacademic levelof practice assessment 95 Practice assessment 96 Portfolio development (Joanne Bennett) 98 Comment 100 Summary 101 Part 3:Practice: Opportunitiesand Challenges 103 9 The Evidence andResearch Basefor Practice Part 1 Evidence-based practice 105 Joanne Bennett Introduction 105 Thedevelopment of evidence-based practice 105 Part2 Research-minded practice and researchculture 107 Dr Christopher WibberleyandLindaDack Introduction 107 Themeaning ofresearchfor those in practice 108 Fostering a research culture 109 Conclusion 110 10 General PracticeNursing 111 Sarah Mattocks Introduction 111 General medical practice andthe roleof thepracticenurse 111 Facilitating practice learning in general practice nursing 113 vii Contents Casestudy 10.1 Arrangingappropriate mentorship and placement 114 Casestudy 10.2 Facilitatingdevelopment for an experienced practitioner 115 Evaluatingmentorship in general practice nursing 115 Conclusion 117 11 Community Mental Health Nursing 118 Maureen Deacon Introduction 118 The specialist practitioner awardand community mental health nursing 119 Case study 11.1 Mentorship for anexperienced practitioner 120 The roleofthe communitymental health nurse 121 Case study 11.2 Creativementorship 122 What helps mentors carry out the rolesuccessfully? 122 Conclusion 124 12 Community LearningDisability Nursing 125 Peggy Cooke Introduction 125 Viability ofprogrammes 126 The preparation of thementor 126 Case study 12.1 Mentorship requirements:who and where? 127 Support for the mentor 128 The student as learner 128 Case study 12.2 Managingpotentialrole andrelationship conflict 129 Student learning – environment, experienceandassessment 130 Student assessment 130 Conclusion 131 13 Community Children’s Nursing 132 Carole Proud Introduction 132 Focus group 133 Case study 13.1 Specific placements to meet learning needs: example 1 135 Case study 13.2 Specific placements to meet learning needs: example 2 135 Conclusion 139 14 Health Visiting 140 JoannaBateman Introduction 140 Health visiting:some current issuesanddilemmas for mentors 141 Managing thelearningexperience 143 viii Contents Case study 14.1 Students’experience ofverydifferent placements 144 Case study 14.2 Managing the first few months of theplacement 145 Assessment ofpractice 148 Conclusion 149 15 Occupational Health Nursing 151 Jan Rose Introduction 151 Occupationalhealthservices 152 Factors influencing the facilitation oflearningin occupational health nursing 152 Case study 15.1 Deniedaccessto learning 154 A more positive perspective 154 Strategies for bridging the practice-theory gap inoccupational health nursing 155 Case study 15.2 Using an experientialtaxonomy 157 Summary 157 16 District Nursing 159 Anne Robinson Introduction 159 Policycontext 159 Implicationsfor district nursing 160 Challenges for thementor 161 Case study 16.1 The need for practitioner development: views ofanurse executive(personalmedicalservice) 161 Theteachingand learning environment 162 Case study 16.2 A student profile 162 Conclusion 165 17 School Nursing 166 JennieHumphries Introduction 166 Therole ofthe school nurse specialist practitioner 166 Mentor preparation 167 Case study 17.1 Managing mentorship and existing role commitments 168 Mentor support 168 Case study 17.2 Being amentor and a‘student’ 169 Fostering a positive student-mentor relationship 169 Case study 17.3 Enabling student self confidence 169 Facilitating the achievement oflearningoutcomes 170 Case study 17.4 Am Idoing itright? Using a tripartite relationship 170 ix Contents Assessment 171 Strategies for student support 171 Case study 17.5 Facilitating appropriate student support 172 Conclusion 172 18 Being a Specialist PractitionerStudent 173 Carole Wills Introduction 173 The practicalitiesofbecoming apart-time student 173 Practice placement 174 Reflectingon the student role 174 University experience 175 Home life 176 The ENBHigherAward 176 Consolidatedpractice? 177 Back to reality 178 Supportingotherspecialist practitioners 178 Conclusion 179 19 Being a Mentor 180 Marjorie Cavanagh Introduction 180 The learning environment 181 Case study 19.1 Reflection: abeneficial process for student andmentor 185 Case study 19.2 Reflection: enabling student progress 186 Supportingstudents throughoutand beyond theacademic year 187 Summary 187 20 Navigating Practice: Challenges and Opportunities 188 JoanneBennett Introduction 188 Reflectingon the issues 188 What are ‘wicked issues’? 189 The context 191 Towardsanew approach 195 Conclusion 199 21 ConcludingComments 201 Judith Canhamand Joanne Bennett References 203 Index 215 x Contributors JoannaBatemanB.Nurs,RGN,RHV,NDNCert,PGCE,MSc.SeniorLecturerat the ManchesterMetropolitanUniversity, DepartmentofHealth Care Studies Joanne Bennett RGN, NDNCert, RNT, MA, BA. Principal Lecturer at the Uni- versity ofNorthumbria at Newcastle, Division ofPrimary HealthCare. Judith Canham RGN, NDNCert, PGDE, DNT, MSc. Senior Lecturer at the Manchester Metropolitan University, Department of Health Care Studies Marjorie Cavanagh RGN, NDNCert, CPT, BSc (Hons). District Nurse with Tameside andGlossop Priorityand CommunityServices NHS Trust. Peggy Cooke RMNS, CNMH, RNT, MA. Principal Lecturer at the Manchester Metropolitan University, Department ofHealthCare Studies LindaDackRGN,RCM,RHV,FETCert,MSc.ServiceManagerforSalfordand TraffordNNS Trust,Community Therapiesand Audiology Maureen Deacon RMN, SRN, BA (Hons) MPhil. Senior Lecturer at the Man- chester Metropolitan University, Department of Health Care Studies Mary Dunning RGN, SCM, RNT, MA, Ded. Professor of Nursing at the Uni- versity ofNorthumbria at Newcastle, Division ofPrimary HealthCare Jennie Humphries RGN, SC, RHV, SN, Cert Ed, MA. Senior Lecturer at the University of Central Lancashire, Department of Primary and Community Nursing Sarah Mattocks RGN, PNCert, PGDE, Med, BA. Senior Lecturer at the Uni- versity ofNorthumbria at Newcastle, Division ofPrimary HealthCare Sue Moore RGN, RNT, MSc. Senior Lecturer at the Manchester Metropolitan University, Department ofHealthCare Studies. Carole Proud RSCN, BN, PGCE, MSc. Senior Lecturer at the University of Northumbria at Newcastle, Division ofPrimary Health Care xi
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