Kenward, L. and Kenward, L.
|Google Scholar:||Look up in Google Scholar|
One of the key aspects of successful collaborative working is the relevant and effective exchange of information between professionals. Boundaries exist not only between health and social care in a community setting, but also in acute care between and within departments and professions. Patients continuously cross these boundaries during transfers and transitions, when nurses interact with other professionals and are in a prime position to demonstrate exemplary interprofessional relationships and seamless patient care to other staff and to students. Mentors act
as role models for students of all professions and are expected to promote opportunities that will maximise student learning and enhance patient care. This article provides mentors with some suggestions for maximising these opportunities. Mentors are encouraged to reflect on practice-based learning opportunities for students, particularly situations that are challenging and involve critical judgement. The article focuses on learning opportunities in the peri-operative department, however the
same challenges are experienced in other clinical areas and the principles of good interprofessional care can be applied to any team that aspires to work collaboratively.
|Item Type:||Journal Article|
|Copyright Holders:||2011 RCN Publishing|
|Keywords:||collaborative working; communication; education; interprofessional care; mentors; role modelling; teamwork|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
|Depositing User:||Linda Kenward|
|Date Deposited:||07 Jul 2011 14:33|
|Last Modified:||04 Oct 2016 11:03|
|Share this page:|