University of Stirling

School of Nursing, Midwifery and Health

Information for Mentors

 

References for Mentors

 

  • Allin L and Turnock C (2007a) Assessing Student Performance in Work-Based Learning.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • Allin L and Turnock C (2007b) Reflection On and In the Workplace.  Making Practice-Based Learning Work. Available: www.practicebasedlearning.org  [Accessed 20/11/07]. 
  • Allin L and Turnock C (2007c) Working with others in the workplace.  Making Practice Based Learning Work. Available: http://www.practicebasedlearning.org/resources/materials/intro.htm [Accessed 22/05/08].
  • Anderson E, Manek N and Davidson A (2006) Evaluation of a model for maximizing interprofessional education in an acute hospital.  Journal of Interprofessional Care 20(2) 182-194.
  • Anis L F and Anis D B (1979) The impact of philosophy on students critical thinking ability. Contemporary Education Psychology 4: 219-226.
  • Atherton J S (2005) Teaching and Learning:  Learning Contracts   [On-line] UK: http://www.learningandteaching.info/teaching/learning_contracts.htm [Accessed 18/20/07]. 
  • Barnes D, Carpenter J and Dickinson C (2006) The outcome of partnerships with mental health service users in interprofessional education: a case study.  Health and Social Care in the Community 14(5) 426-435.  
  • Barr H (2001) Occasional paper 1. Interprofessional education: Today, Yesterday and Tomorrow – a review.  London: Learning and Teaching Support Network.  Available: www.health.heacademy.ac.uk/publications/occasionalpaper/ [Accessed 23/05/08]. 
  • Barr H (2007a) Occasional paper 8.  Piloting interprofessional education: four English case studies.  London: Higher Education Academy.  Available: http://www.health.heacademy.ac.uk/publications/occasionalpaper/ [Accessed 23/05/08]. 
  • Barr H (2007b) Occasional paper 9.  Interprofessional education in the United Kingdom 1966 to 1997.  London: Higher Education Academy.  Available: http://www.health.heacademy.ac.uk/publications/occasionalpaper/ [Accessed 23/05/08]. 
  • Barr H, Freeth D, Hammick M, Koppel I and Reeves S (2006) Report: The evidence base and recommendation for interprofessional education in health and social care.  Journal of Interprofessional Care 20(1) 75-78.
  • Baxter P (2007) The CCARE model of clinical supervision: Bridging the theory-practice gap.  Nurse Education in Practice, Mar, 7(2): 103-111.
  • Beattie A (1991) Defining the marks of achievement: schemes of assessments in Project 2000 diplomas. Edinburgh: National Board for Scotland.
  • Benbow W, Jordan G, Cooper K and Jonckheer P (no date) Developing New Supervisors and Assessors of Practice Learning: a profiling tool for registered practitioners.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • Benner P (1984) From Novice to Expert: excellence and power in clinical nursing practice. Mento Park, California: Addison Wesley.
  • Bluff R and Holloway I (2005) the efficacy of midwifery role models.  In press: Midwifery.
  • Brabeck M (1983) Critical thinking skills and reflective judgement development: refining the aims of Higher Education. Journal of Applied Developmental Psychology 4 (1): 23-34.
  • Bray L and Nettlton (2007) Assessor or mentor?  Role confusion in professional education.  Nurse Education Today Nov, 27(8): 848-855.
  • Brown J S, Collins A and Duguid P (1989) Situated Cognition and the Culture of Learning.  Educational Researcher Jan-Feb 18(1): 32-42. Available: http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html   [Accessed 19/11/07].
  • Buckley R and Caple J (1991) One-to-One training and coaching skills. London: Kogan Page. 
  • Burgess H (2006) Problem based learning – what is PBL?  The Higher Education Academy. Available: http://www.swap.ac.uk/learning/PBlearning1.asp [Accessed 19/11/07].
  • Burrill J, Hussain Z, Prescott D and Waywell L (no date) An Introduction to Practice Education.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • Calman L, Watson R, Norman I, Redfern S and Murrells T (2002) Assessing practice of student nurses: methods, preparation of assessors and student views.  Journal of Advanced Nursing 38(5): 516-523.
  • Clark P (2006) What would a theory of interprofessional education look like?  Some suggestions for developing a theoretical framework for teamwork training.  Journal of Interprofessional Care 20(6) 577-589.
  • Clifton M, Dale C and Bradshaw C (2006) The Impact and effectiveness of interprofessional education in primary care: an RCN review.  London: RCN.
  • Congdon G, Wakins G, Baker T, Stewart H, Thompson E, Keenan C and Gibson J (no date) Managing the Placement Learning Envronment.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • Cornish J and Jones A (2007) Evaluation of moving and handling training for pre-registration nurses and its application to practice.  Nurse Education in Practice May, 7(3): 128-134. 
  • Cooper H and Spencer-Dawe E (2006) Involving service users in interprofessional education narrowing the gap between theory and practice.  Journal of Interprofessional Care 20(6) 603-617. 
  • Daly W (1998) Critical thinking as an outcome of nursing education. What is it? Why is it important to nursing practice? Journal of Advanced Nursing 28 (2): 323-331
  • Darbyshire P (1994) Skilled expert practice: is it "all in the mind"? A response to English's critique of Benner's novice to expert model Journal of Advanced Nursing 19 755-761
  • Department of Health (DH) (2001) Working together – learning together: A framework for lifelong learning for the NHS. London: DH.
  • Dewey J (1916) Democracy and Education: an introduction to the philosophy of education. New York: MacMillan.
  • Dewey J (1933) How we think: a restatement of the relation of reflective thinking to the educative process. Boston: D C Heath.
  • Dixon T and O’Hara M (no date) Communication Skills.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • Donaldson J and Carter D (2005) The value of role modelling: Perceptions of undergraduate and diploma nursing (adult) students.  Nurse Education in Practice Nov, 5(6): 353-359.
  • Dubin R (1961) Human relations in Administration. Englewood Cliffs: Prentice Hall.
  • Duffy K (2003) Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice.  London: NMC. Available:  http://www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=1330&Keyword= [Accessed 19/11/07].
  • Earnshaw L and Dale P (eds)(1994) Teaching and Learning in Practice. London: Macmillan.
  • English I (1993) Intuition as a function of the expert nurse: a critique of Benner's novice to expert model Journal of Advanced Nursing 18 387-393
  • Richardson J T E Student Learning: research in education and cognitive psychology. Milton Keynes: SRHE – Open University.
  • Egan G (1998) The Skilled Helper: a problem-management approach to helping. London: Brookes Cole.
  • Entwistle N and Tait H (1990) Approaches to learning, evaluation of teaching and preferences for contrasting academic environments. Higher Education. 19:169-194.
  • Fade S (no date) Learning and Assessing Through Reflection: a practical guide.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • Ferguson A M (2000) The student experience of preceptorship: learning through guided participation. PhD Thesis, University of Edinburgh.
  • Fisher A and Scriven M (1997) Critical Thinking – Its Definition and Assessment. Norwich and California: Centre for Research in Critical Thinking and Edgepress. 
  • Flying Start NHS (no date) Flying Start Homepage. Edinburgh: Scottish Executive.  Available: http://www.flyingstart.scot.nhs.uk/ [Accessed 23/05/08].
  • Frederickson and Meyer (1977) Problem solving skills: What effect does education have? American Journal of Nursing. 77:1167 – 1169.
  • French J (1992) Teaching thinking skills: Theory and practice. London: Garland.
  • Fretwell J E (1982) Ward teaching and learning: sister and the learning environment. London: Royal College of Nursing.
  • Gilmoour J, Kopeikin A and Douché (2007) Student nurses as peer mentors: Collegiality in practice.  Nurse Education in Practice 7: 36-43. 
  • Glen S (2004) Interprofessional education: the evidence base influencing policy and policy makers.  Nurse Education Today 24(3) 157-159. 
  • Gosby J (1987) Individual Learning Styles as a factor affecting Nursing Curricula. M.A.Ed. Dissertation, University of Southampton.
  • Gray M A Smith L N (2000) The qualities of an effective mentor from the student nurse’s perspective: findings from a longitudinal qualitative study. Journal of Advanced Nursing 32 (6): 1542-1549.
  • Guilliland K Pairman S (1995) The Midwifery Partnership. A model for practice. Wellington: School of Nursing, Midwifery and Health, Victoria University of Wellington.
  • Herbig B, Bussing A and Ewert T (2001) The role of tacit knowledge in the work context of nursing.  Journal of Advanced Nursing 34(5): 687-695.
  • Heskett E A and Laidlaw J M (2007) Learning Contracts.  Scottish Council for Postgraduate Medical and Dental Education.  Available: http://www.nes.scot.nhs.uk/Courses/ti/LearningContracts.pdf [Accessed 20/11/07]. 
  • Highland Pathfinder Project (2008) Getting It Right For Every Child: The Highland pathfinder guidance – consultation document.  Inverness: Highland Pathfinder Project.  Available: http://www.forhighlandschildren.org/htm/girfec/girfec-agencydocs.php [Accessed 26/05/08]. 
  • Hignett S (2003) Systematic review of patient handling activities starting in lying, sitting and standing positions.  Journal of Advanced Nursing 41(6): 545-552.
  • Hignett S (2005) Measuring the effectiveness of competency-based education and training programmes in changing the manual handling behaviour of healthcare staff.  Research Report 315.  London: Health and Safety Executive.
  • Honey P and Mumford A (1992) (3rd Ed) The Manual of Learning Styles. Maidenhead: P Honey
  • Hsieh N L and Knowles D W (1990) Instructor facilitation of the preceptorship relationship in nursing education. Journal of Nursing Education 29 (6): 262-265.
  • IP W Y and Chan D (2005) Hong Kong Nursing students’ perceptions of the clinical environment: a questionnaire survey.  International Journal of Nursing Studies Aug, 42(6): 665-672.
  • Johns C (1998) Model of Structured Reflection In Johns C Freshwater D (eds) Transforming Nursing through Reflective Practice. Edinburgh: Blackwell Science.
  • Johns C (2000) Becoming a reflective practitioner : a reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford: Blackwell Science.
  • Kneafsey R (2007) Developing skills in safe patient handling: Mentors’ views about their role in supporting student nurses.  Nurse Education in Practice Nov, 7(6): 365-372.
  • Kneafsey R and Haigh C (2007) Learning safe patient handling skills: Student nurse experiences of university and practice based education.  Nurse Education Today Nov 27(8): 832-839.
  • Knowles M (1990) The adult learner: a neglected species. Houston: Gulf Publishing.
  • Labossiere C (1995) The NizKor Project: Fallacies.  Available: www.nizkor.org/features/fallacies/ [Accessed 20/11/07].
  • Landis R E and Michael W B (1981) The factorial validity of three measures of critical thinking within the context of Guildford’s Structure of Intellect Model for a sample of ninth grade students. Educational and Psychological Measurement 41: 1147-1166.
  • Lave J and Wenger E (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Liimatainen L, Poskirparta M, Karhila P and Sjörgren A (2001): The development of reflective learning in the context of health counselling and health promotion during nurse education.  Journal of Advanced Nursing, Jun, 34(5): 648-658. 
  • Making Practice-Based Learning Work (MPBLW) (2006) Mentoring: A resource for those who facilitate placement learning.  Oxford Brookes University: Oxford.   Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • Marks-Maran D and Rose P (1997) Reconstructing Nursing : Beyond Art and Science. London: Balliere Tindall.
  • March S, Cooper K, Jordan G, Merrett S, Scammell J, Clark V (no date) Assessment of Students in Health and Social Care: Managing Failing Students in Practice.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • McClure P (no date) Reflection on Practice.  Making Practice-Based Learning Work.  Available: www.practicebasedlearning.org  [Accessed 20/11/07].
  • McMillan H (1987) Enhancing college students critical thinking: a review of studies. Research in Higher Education 26 (1): 3-29.
  • Melia K (1987) Everyday ethics: balance of power. Nursing Times 83 (25): 42-44.
  • Midgely K (2006) Pre-registration student nurses perception of the hospital-learning environment during clinical placements.  Nurse Education Today May, 26(4): 338-345. 
  • NHS Education Scotland (NES) (no date) NES Homepage.  Available: http://www.nes.scot.nhs.uk/ [Accessed 22/05/08]. 
  • NES (2003) The Development of Quality Standards for Practice Placements. Edinburgh: NHS Education for Scotland.
  • NES (2004) Mentor Bulletin. July. Edinburgh: NHS Education for Scotland.
  • NES (2007) National Approach to Mentorship Preparation for Nurses and Midwives.  Core Curriculum Framework.   Edinburgh: NES.  Available: http://www.nes.scot.nhs.uk/nursing/practice%5Feducation/developments/documents/NatFrameworkMentoring-finalweb.pdf [Accessed 20/11/07].
  • Nightingale K (1992) Developing mentorship skills. Manchester: Open College.
  • NMC (2001) Preparation of Mentors and Teachers – A new framework of guidance. London: Nursing & Midwifery Council.
  • NMC (2004) Standards of Proficiency for Pre-registration Nursing Education. London: Nursing & Midwifery Council.
  • NMC (2004) Standards of proficiency for pre-registration midwifery education. London: Nursing & Midwifery Council.
  • NMC (2004) The NMC code of professional conduct: standards for conduct, performance and ethics. London: Nursing & Midwifery Council.
  • NMC (2006) Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers and teachers.  London: NMC. 
  • Norris S P (1985) Synthesis of research on critical thinking. Educational Leadership 42 (8): 40 - 45.
  • Norris S and Ennis R (1989) Evaluating Critical Thinking.  Pacific Grove, CA: Midwest Publications.
  • Ogier M E (1982) An ideal sister? A study of the leadership style and verbal interaction of ward sisters with nurse learners in general hospitals. London: Royal College of Nursing. 
  • O’Halloran C, Hean S, Humphris D and MacLeod-Clark J (2006) Developing common learning: the New Generation Project undergraduate curriculum model.  Journal of Interprofessional Care 20(1) 12-28.   
  • Oliver K (1999) Situated Cognition & Cognitive Apprenticeships. Virginia Tech.  Available: http://www.edtech.vt.edu/edtech/id/models/powerpoint/cog.pdf  [Accessed 17/11/07].
  • Orton H (1981) Ward Learning Climate. London: Royal College of Nursing.
  • Palincsar A S & Brown A L (1984) Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2(2), 117—175.
  • Pansini – Murrell J (1996) Incorporating problem-based learning: striving towards women-centred care. British Journal of Midwifery 4 (9): 479 – 482.
  • Pardue S F (1987) Decision making skills and critical thinking ability amongst associate degree, diploma, baccalaureate and masters prepared nurses. Journal of Nursing Education 26 (9): 354 – 361.
  • Pearcey P and Elliot B (2004) Student impressions of clinical nursing.  Nurse Education Today Jul, 24(5): 382-387.
  • Pembrey S E M (1980) The ward sister - key to nursing: a study of the organisation of individualised nursing. London: Royal College of Nursing.
  • QAA (2002) Scottish subject benchmark statement – Midwifery. Gloucester: Quality Assurance Agency for Higher Education.
  • Ramsden P (1987) Learning Process and Learning Skills. In Richardson J T E Student Learning : research in education and cognitive psychology. Milton Keynes: SRHE – Open University.
  • Ramsden P and Entwistle N (1983) Understanding student learning. London: Croom Helm.
  • Rane-Szostak D and Robertson J F (1996) Issues in measuring critical thinking: meeting the challenge. Journal of Nursing Education 35 (1): 5 – 11.
  • Roberts A (2000) ABC Study Guide: Kolb’s Learning Cycle.  University of Middlesex.  Available: http://www.mdx.ac.uk/WWW/STUDY/control.htm#Kolb'slearningcycle [Accessed 20/11/07].
  • Rogers A (1986) Teaching Adults. Milton Keynes: Open University.
  • Rogers C R (1994) Freedom to Learn. New York: Merrill
  • Schon D A (1983) The Reflective Practitioner: How Professionals Think in Action. Aldershot: Avebury.
  • Schon D A (1987) Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Scottish Executive (2003) The Framework for Social Work Education in Scotland. Available: http://www.scotland.gov.uk/Publications/2003/01/16202/17015 [Accessed 22/05/08]. 
  • Scottish Executive (2004) The Same as you? A Review of Services for People with a Learning Disability. Edinburgh: Scottish Executive.
  • Scottish Executive Health Department (SEHD) (2005) Building a health service fit for the future. Edinburgh: SEHD. 
  • Scottish Executive Health Department (SEHD) (2007) Better health, better care: a discussion document.  Edinburgh: SEHD. 
  • SCQF (2003) An introduction to the Scottish Credit and Qualifications Framework 2nd Edition. Edinburgh: The Scottish Credit and Qualifications Framework.
  • SCQF (no date) The SCQF Framework SCQF Level Descriptors.  Edinburgh: NES and SCQF. Available: http://www.scqf.org.uk/downloads/SCQF%20Levels%20Descriptors%20Guidance%20for%20NHS%202007.pdf [Accessed 20/11/07]. 
  • Skinner K (2005) Continuing professional development work for the Social Services workforce in Scotland.  Dundee: Scottish Institute for Excellence in Social Work Education. 
  • Sloan G (1997) Characteristics of a good clinical supervisor. Glasgow Caledonian University. Unpublished thesis.
  • Sonoma State University (no date) Unit 2: Benner’s Stages of Clinical Competence. Available: http://www.sonoma.edu/users/n/nolan/n312/benner.htm [Accessed 19/11/07].
  • Theory Into Practice (TIP) (2006) Explorations in Learning & Instruction:
    The Theory Into Practice Database.
      Greg Kearsley. Available: http://tip.psychology.org/index.html [Accessed 20/11/07].
  • Tiwari A, Chan S, Wong E, Chui C, Wong A and Patil N (2006) The effect of problem-based learning on students’ approaches to learning in the context of clinical nurse education.  Nurse Education Today Jul, 26(5): 430-438.
  • Trigwell K and Prosser M (1999) Understanding learning and teaching: the experience in higher education. Buckingham: SRHE - Open University Press.
  • Turnock C and Mulholland J (2007) Learning in the Workplace: A toolkit for placement tutors, supervisors, mentors and facilitators.  Chichester: Kingsham Press.
  • University of Plymouth, Institute of Health Studies (1995) Teaching and assessing in clinical practice. Flexitrain Limited.
  • Virginia Tech (2006) designshop: lessons in effective teaching. Educational Technologies at Virginia Tech. Available: http://www.edtech.vt.edu/edtech/id/index.html [Accessed 17/11/07].
  • Walsh M and Ford P (1989) Nursing rituals, research and rational actions. Oxford: Butterworth Heinemann.
  • Watson R, Stimpson A, Topping A and Porock D (2002) Clinical competence assessment in nursing: a systematic review of the literature.  Journal of Advanced Nursing 39(5): 421-431.
  • Young L and Paterson B (2007) Teaching Nursing: Developing a Student-Centered Learning Environment.  Philidelphia: Lippincott, Williams & Wilkins.