title: Facilitation of learning: part 2.
abstract: The previous article in this series of 11, Facilitation of learning: part 1, reviewed learning theories and how they relate to clinical practice. Developing an understanding of these theories is essential for mentors and practice teachers to enable them to deliver evidence-based learning support. This is important given that effective learning support is dependent on an educator who possesses knowledge of their specialist area as well as the relevent tools and methods to support learning. The second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice relates to the facilitation of learning. To fulfil this domain, mentors and practice teachers are required to demonstrate their ability to recognise the needs of learners and provide appropriate support to meet those needs. This article expands on some of the discussions from part 1 of this article and considers these from a practical perspective, in addition to introducing some of the tools that can be used to support learning.
authors.affiliation: University of Salford, Salford, England.
authors.forename: Tyler
authors.initials: T
authors.lastname: Warburton
authors.affiliation: School of Health and Human Sciences, University of Bolton, Bolton, England.
authors.forename: Trish
authors.initials: T
authors.lastname: Houghton
authors.affiliation: Greater Manchester West Mental Health NHS Foundation Trust, Prestwich, England.
authors.forename: Debbie
authors.initials: D
authors.lastname: Barry
mesh_terms: D002983:Clinical Competence / Q000592:standards; D004506:Education, Nursing / Q000379:methods* / Q000592:standards; D006801:Humans; D007858:Learning; D008962:Models, Theoretical; D013338:Students, Nursing; D006113:United Kingdom
keywords: facilitation of learning; learning domains; learning styles; mentor; mentorship; portfolio; practice teacher; student-centred learning