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Contents

About the authors; Foreword; Abbreviations; Introduction 1. The context of practice supervision and assessment Debbie Roberts 1.1 Introduction 1.2 Clinical wisdom 1.3 The changing landscape 1.4 Summary 2. Developing the education team Jacqueline Leigh and Debbie Roberts 2.1 Introduction 2.2 Global standards for the initial education of professional nurses and midwives 2.3 The quality practice learning environment 2.4 NMC Future nurse: Standards of proficiency for registered nurses; and Realising professionalism: Part 3: Standards for education and training 2.4 NMC Part 2: Standards for student supervision and assessment - implications for practice teaching, learning and assessment 2.5 Managing disagreement about student progression 2.6 Summary 3. Using coaching conversations and coaching models to promote effective supervision and assessment Jacqueline Leigh, Kisma Anderson, Anne Medcalf, Andrea Surtees and Wendy Sutton 3.1 Introduction 3.2 Coaching and mentoring 3.3 Promoting effective supervision, assessment and clinical leadership development through coaching in clinical practice 3.4 Exploring the core concepts of coaching conversations 3.5 Coaching spectrum 3.6 Exploring the qualities of the supervisor who effectively applies coaching conversations 3.7 Clinical leadership development through engaging in coaching conversations 3.8 The GM Synergy coaching model 3.9 Summary 4. Interprofessional supervision of student learning Joanna Barlow, Leigh Campbell, Zoe Tilley and Jo Pierce 4.1 Introduction 4.2 Interprofessional learning in the healthcare environment 4.3 Interprofessional supervision in healthcare to foster learning 4.4 Role of the allied health professional as a practice supervisor 4.5 Summary 5. Facilitating learning through feedback and feedforward Peggy Murphy and Hannah Dixon 5.1 Introduction 5.2 What is feedback in clinical practice? 5.3 What is feedforward in clinical practice? 5.4 The principles of effective feedback 5.5 Feedback for learning 5.6 The feedback conversation: feedback as a reciprocal process 5.7 Professional requirements for feedback 5.8 Peer feedback 5.9 Ways to encourage students to engage with feedback 5.10 Managing difficult conversations 5.11 Summary 6. Supporting students through challenging practice supervision and assessment situations Elaine Beaumont, Gail Norris and Caroline J. Hollins Martin 6.1 Introduction 6.2 Student support in the learning environment 6.3 How does clinical supervision work in the context of student trauma? 6.4 Compassionate mind training 6.5 Summary 7. What is assessment and what are we assessing? Debbie Roberts 7.1 Introduction 7.2 The practice assessor 7.3 Assessment practices 7.4 Types of assessment 7.5 Self-assessment 7.6 Patient/client/consumer/service user engagement in assessment 7.7 Assessment as an emotional endeavour 7.8 Summary 8. Using simulation-based education for supervision and assessment of student learning Leah Greene 8.1 Introduction 8.2 Background 8.3 Technology-enhanced learning 8.4 Writing effective scenarios 8.5 Being 'supervisor ready' 8.6 Using simulation for assessments 8.7 Summary 9. The future of practice learning Jacqueline Leigh 9.1 Introduction 9.2 Creating the best environment for practice learning and supervision and assessment 9.3 The practice learning environment 9.4 Exploring the concepts of a learning organisation 9.5 Applying leadership skills to create opportunities for innovative practice learning and to promote the quality practice learning environment 9.6 Applying the concepts (five disciplines) of a learning organisation together with the qualities and behaviours of the leader to promote effective practice learning 9.7 Applying strategies for creating innovative student learning experiences 9.8 Alternative models of nurse education 9.9 Summary Index

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