Weblinks direct you to relevant resources to broaden your understanding of chapter topics and expand your knowledge by linking to real world organisations and/or conversations on supervision and mentoring. Preceding each article is an annotation from the book’s author, Neil Gopee, introducing its relevance for practice and or revision.

Tip: Click on each link to expand and view the content. Click again to collapse.

Chapter 1: Effective Supervision of Practice Learning and Supervision

1. The underlying principles of supervision are the same for all forms of supervision and therefore also apply to supervision of learning in healthcare. See information published by London-based healthcare organisations, dated 2015:


2. For different models of supervision of work and learning and a range of relevant resources published jointly by Scottish Social Services Council and the University of Stirling:


3. An excellent up-to-date resource on preceptorship entitled Flying Start NHS 2017 published by the NHS Education Scotland in 2018:


Chapter 2: How Learners Learn

1.  The Nursing and Midwifery Council’s Standards for Pre-registration Nursing Education published in 2010, and remains in force for a few years yet:


2. For the latest Standards of Proficiency for Registered Nurses published by the Nursing and Midwifery Council in 2018, and being implemented from 2019:


3. For the Nursing and Midwifery Council’s Standards for Pre-registration Midwifery Education Published in 2009:


4. The Royal College of Nursing’s latest guidance on reasonable adjustments for healthcare professional affected by disability in the workplace can be found at:


Chapter 3: Facilitating Learning

1.Contemporary resources on learning by simulation is provided by Simulation Tools and Resources (STAR). It is produced in UK and has British guidelines and useful ideas and case studies for simulation:


2. For further guidance on teaching and presentation skills:


3. For the article ‘A revision of Bloom’s Taxonomy: an overview’ written by D R Krathwohl in 2002, and published in Theory into Practice, 41 (4): 212–18:


Chapter 4: Healthcare Settings as Effective Learning Environments

1. An example of a code of practice for learning during practice placements is published by Manchester Metropolitan University in 2015 entitled Institutional Code of Practice for Placement & Work-based Learning:


2. For further ways of monitoring and evaluating practice learning environments (educational audit) that is examined in Chapter 4 of the textbook:


3. For up to date suggestions published by the Royal College of Nursing (2017), entitled Helping Students Get the Best from Their Practice Placements: A Royal College of Nursing Toolkit regarding evaluation of practice placement, and thereby providing constructive feedback on the learning environment:


Chapter 5: Practice Supervisors’ Leadership through Evidence-Based Practice and Practice Development

1. For examples of NHS England’s perceptions of innovations in healthcare in England:


2. See National Institute for Health and Care Excellence’s (NICE) ‘Evidence search’ for ‘access to selected and authoritative evidence in health, social care and public health’:


3. For details of NHS England’s change model:


Chapter 6: Assessing the Learner’s Practice Competence and Knowledge Base

1. For nurses’ and midwives’ code of practice set by the Nursing and Midwifery Council entitled The Code -  Professional Standards of Practice and Behaviour for Nurses and Midwives published in 2015:


2. To differentiate between levels of learning expected in years one, two and three of university undergraduate courses, and therefore corresponding levels of student assessment, see Quality Assurance Agency for Higher Education (2013):


3. For explanation of validity, reliability, practicability and fairness of student assessments see ‘Desirable characteristics of student assessment procedures’ from Robert Gordon University (Aberdeen):


Chapter 7: Managing Student Assessment, Associated Challenges and Accountability

1. For the Royal College of Nursing’s Guidance for Mentors of Nursing Students and Midwives: An RCN Toolkit, published in 2017, and which provides further details of actions that mentors should take in different assessment situations and at critical points during practice assessment, presented as bullet points lists:


2. For a discussion on student assessment and assessors’ accountability, see The Complicated Relationship between Assessment, Accountability, and Equity:


Chapter 8: Supervision and Assessment of Allied Health Professions and Midwifery Students

1. The 2017 Health and Care Profession Council’s standards of education and training of allied health professions is documented in Standards of Education and Training:


2. For the current code of practice for allied health professionals published in 2016 by the HCPC, and entitled: Standards of Conduct, Performance and Ethics:


Chapter 9: Evaluating Practice Supervision, and Continuing Professional Development for Supervisors and Assessors

1.See Revalidation – What You Need to Do for current revalidation requirements for nurses and midwives at:


2. For details of funding for education and training of healthcare professionals, see Deaneries and LETBs - What are the core functions of LETBs? at:


3. See details of current criteria by which the NMC judges the quality of nursing and midwifery education courses provided by universities in Mott Macdonald and Nursing and Midwifery Council’s Quality Assurance Handbook, published in 2016: