The Sultanate drew upon concepts of martial skill, valor and aggression attributed to the Mongol Imperium and its unprecedented conquests. While idealizing these traits, Mamluk Sultans exploited them to thwart Mongol expansion into their territories. They welcomed renegades from Mongol armies (Wafidiyya) to mimic their prowess while limiting their aggression. Mamluk cadets were imported initially from the Qipjaq Steppe in Central Asia, subsequently from Circassia in the Caucasus, with numerous other regions represented. They were instructed in Arabic, Turkish and Islam prior to being trained in arms. The Mamluk military hierarchy consisted of elite Mamluks imported as cadets in the Sultan’s service, Mamluks of senior officers, soldiers of former rulers restive over their loss of status, and descendants of 1st-generation Mamluks who served as infantry and assimilated into Arabic civil society (awlad al-nas). Advancement through the military hierarchy was marked by endemic factional rivalry in which conspiracy was expected not repudiated. Whether conspiracy enhanced the Sultanate’s military prowess or destabilized its governance remains a debated issue.

This chapter explores a range of challenges for students as they learn to apply interpersonal skills within the mental health practicum placement and other non-mental health settings. Exploration of the student’s attitudes, expectations and positive engagement within practice begins the chapter. This is followed by discussion of power relations characterising the therapeutic relationship, including the development of emotional competence. The chapter outlines reflective practice as a critical thinking process and clinical supervision for the beginning mental health nursing student. It explores the importance of developing skills to work within a trauma-informed care and practice framework. How to go about developing objectives for practice, the process of self-assessment and personal problem solving are discussed. Reflection, self in-action and post-placement are explored as they relate to learning in mental health. Throughout this chapter, critical examination of the ethical and political influences on care will be highlighted. This chapter also considers non-traditional opportunities to learn, and the experience of transition programs into mental health nursing.

This chapter explores a range of challenges for students as they learn to apply interpersonal skills within the mental health practicum placement and other non-mental health settings. Exploration of the student’s attitudes, expectations and positive engagement within practice begins the chapter. This is followed by discussion of power relations characterising the therapeutic relationship, including the development of emotional competence. The chapter outlines reflective practice as a critical thinking process and clinical supervision for the beginning mental health nursing student. It explores the importance of developing skills to work within a trauma-informed care and practice framework. How to go about developing objectives for practice, the process of self-assessment and personal problem solving are discussed. Reflection, self in-action and post-placement are explored as they relate to learning in mental health. Throughout this chapter, critical examination of the ethical and political influences on care will be highlighted. This chapter also considers non-traditional opportunities to learn, and the experience of transition programs into mental health nursing.