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| 005 | 20240729123254.0 | ||
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| 008 | 240724s2015 xx o ||||0 eng d | ||
| 020 |
_a9781907830969 _q(electronic bk.) |
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| 020 | _z9781905539963 | ||
| 035 | _a(MiAaPQ)EBC1895016 | ||
| 035 | _a(Au-PeEL)EBL1895016 | ||
| 035 | _a(CaPaEBR)ebr10995899 | ||
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| 050 | 4 | _aR834 -- .M468 2015eb | |
| 082 | 0 | _a610 | |
| 100 | 1 | _aShaw, Mary E. | |
| 245 | 1 | 0 | _aMentorship in Healthcare. |
| 250 | _a2nd ed. | ||
| 264 | 1 |
_aCumbria : _bM&K Update Ltd, _c2015. |
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| 264 | 4 | _c©2015. | |
| 300 | _a1 online resource (117 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 505 | 0 | _aFront cover -- Prelims -- Contents -- About the contributors -- Introduction -- Outline of the book -- Chapter 1 Mentorship and professional development -- Chapter 2 Teaching and learning -- Chapter 3 Optimising learning in theclinical environment -- Chapter 4 Skills for Mentorship -- Chapter 5 Assessment -- Chapter 6 Challenging situations -- Afterword: Assessing care and compassion -- References -- Index. | |
| 520 | _aIn healthcare settings, the term mentorship is normally used to describe the supervision of a pre-registration student by a qualified practitioner. Mentorship can be very formal or relatively informal. It can also be practised differently in particular locations, settings and healthcare professions.This clear, concise book transcends professional and geographical boundaries in order to focus on the essential characteristics of effective mentorship. It will therefore be useful to a very wide range of healthcare professionals who are involved in mentoring and assessing junior colleagues.The book examines learning theories, teaching and communication skills and assessment methods. It also contains helpful advice on dealing with overseas students and students with special needs. Activities encourage reflection, and quotations and tables enable readers to absorb the content and relate theory to practice.In this second edition, the text has been made even clearer and the authors have added further detail on learning theories such as social constructivism. Most importantly, they have added an Afterword written in the light of reports on the Mid Staffordshire NHS Foundation Trust Public Inquiry. This final section places new emphasis on the mentors role in helping to ensure that patients receive safe and effective care, which is provided with compassion as well as practical skill. | ||
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aMentoring in medicine. | |
| 650 | 0 | _aMentoring in nursing. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aFulton, John. | |
| 776 | 0 | 8 |
_iPrint version: _aShaw, Mary E. _tMentorship in Healthcare _dCumbria : M&K Update Ltd,c2015 _z9781905539963 |
| 797 | 2 | _aProQuest (Firm) | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1895016 _zClick to View |
| 999 |
_c44527 _d44527 |
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