Mentoring A Qualified Health Professional Essay

46). The registered nurse mentor will acts as teachers by sharing knowledge and expertise, counselors by providing psychological support. May act as interveners by providing access to resources and protection, and sponsors by promoting the prestige as he or she facilitates self- reliance. This will provide the mentor with self-assurance, job approval, promotions, managerial skills, and problem-solving skills (Gordon, 2000)

The aim of this assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. As the student was on a four week placement the assessment process will be discussed incorporating the qualities of the mentor and the effect it can have on the mentor/student relationship. In turn evaluating the learning environment and teaching strategies used including learning styles, reflecting on how they were applied to help the student. Finally, the evaluation of overall performance as a mentor. For the purpose of this work a pseudonym will be used to maintain confidentiality hence the student will be known as ’A’. ( NMC Code of Conduct 2007)

Issues such as staff shortage, increased workload, staff feeling threatened by the student nurses, and poor teaching skills can contribute to students not feeling supported (Burns and Paterson, 2005). Nursing students had identified that anxiety as their main concern in the research done by Masoumi and Sharif (2005). The unfamiliarity of tending for patients and worrying of making mistakes during the clinical attachment are the factors that students feel anxious. Mentor can diminish anxiety by utilizing simulation, where genuine case studies and scenarios are being simulated and roles and responsibilities of student nurse are being discussed (Burns and Paterson, 2005).Gradual encouragement in helping student nurse to gain control over their own learning may aid to construct their confidence which will reduce their

The challenge Brooks& Moriarty(2009) feel is whilst providing sufficient support and supervision for fellow colleagues and learners it is of equal importance that the needs of the patient are being adequately met. They feel the main challenge that mentors face is upholding and overseeing the student and their learning, is equally as important that the needs of the patient and that they are being sufficiently met. Nettleton&Bray(2008) suggests that the mentors knowledge , attitude and communication skills are all influential factors that can affect a student’s ability to learn. This is recognised by Cassidy(2009) who advocates that by ensuring quality mentor-student relationships a more positive learning environment for the student will be achieved. However Pearcy&Elliot(2004) argue that due to the ever changing practice environment, the clinical setting has the potential to restrict and impede on the student nurse. They feel this location can be unstructured, unpredictable and overwhelming, thus generating feelings of vulnerability and anxiety amongst students(Papp et al,2003). A further constructive aspect of this situation was the immediate apology given to Mabel. Armstrong (2009) recognises the weight of a genuine apology and feels that although this is sometimes a difficult process, it undoubtedly has huge benefits and the potential help the both the patient and the nurse.

For many clinical experiences, the instructor assigns a nurse mentor to work with the student for that clinical experience. Some nurse mentors may have negative feelings about having to mentor students, may not take the time to explain things to students, or teach them how to do nursing care. The nurse mentor has the potential to positively or negatively affect the student’s learning experience based on their willingness to work with and teach nursing students.

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

As a Registered Nurse I have had the opportunity to be a preceptor to a number of nursing students. I take this role very seriously as I am aware of the impact that my mentoring has on the students’ learning experience, competence and satisfaction

There are two main measures of medical underservice in the U.S., health professional shortage areas and medically underserved areas and some special need populations. Both measures require communities to apply for designation. These designations allow the government to target resources to those determined to be most in need (Colwill and Cultice, 2003).

Mentors now have to be aware of the NHS Institute for Innovation and Improvement, NHS leadership Qualities Framework, which gives mentors clear instructions about their responsibilities (Kinnell and Hughes 2010). However, meeting these requirements alone will not make a nurse a successful mentor. Mentors have to plan and provide appropriate opportunities for teaching and learning activities, with clinical experience to achieve learning outcomes and develop professional competencies (Choun and Suen 2001). This will enable them to assess students performance,

I think education is in the hopes of striving to close this gap. Nurse mentors play an important role in this goal by promoting higher standards of linkage between theory and practice. Nursing Schools need to adapt a better model of teaching when it comes to theory and linking to practice. Haddad et al. (2013) highlights the theory-practice gap is due to inadequate preparation during clinical placement training.

A Nursing Times survey identified that, while mentors are aware of the value of mentoring students (Gainsbury, 2010), they are challenged as to how to commit fully to the role within the constant demands of their core job. They identified that work demands had a significant impact on their ability to engage in mentor activities, such as mentoring students and attending updates and relevant courses. Mentors have also expressed concerns about accountability and supporting failing students (Duffy and Hardicre, 2007). Mentorship preparation and the ongoing development of nurse mentors www.nursingtimes.net / Vol 107 No 21 / Nursing Times 31.05.11 15 Nursing Practice Review 5 key points 1 Nurses and midwives have a responsibility to continually develop themselves for professional growth Mentors play a pivotal role in protecting the public by ensuring students are fit for purpose and practice 2 3

The aim of this essay is to discuss on how the reflection on mentorship will be undertaken, how and why the model of reflection will be used and the importance of confidentiality. I will reflect the mentorship by ensuring that the mentee during clinical practice is put at ease throughout the learning experience of four weeks (Quinn, and Hughes 2007, p. 29). Also, I will use the principle of Kolb’s learning cycle as my model of reflection because reflecting is an essential element of learning. As I am the mentor, I will follow this cycle in a clockwise direction with Jude, so she would have to reflect on the skills learnt by reviewing the whole situation (Kolb’s learning cycle 1984 in Rose and Best 2005, p.129). This would enable Jude to

Mentorship is very important in the workplace especially in the area of training and development. The mentor-protégé relationship is a much needed relationship that begins in the early career stage and this relationship involves the current or new employees and the supervisor or other colleagues that provide work-related guidance. The relationship itself is comprehensive and involves “educational, occupational, physical, social, and spiritual development” (Greenhaus,, Callanan, & Godshalk, 2010, p 211). One of the initial task of the early career the establishment of the career field which involves the gaining of the workplace competence, learn what is needed to excel in the organization, and to gain acceptance in the workplace to be recognized as the valued employee. There are many ways of achieving the above mentioned advantages in the workplace which one main method is through the use of the mentorship program.

Implementing a strong mentoring program that fosters individual and personal growth within the company is vital for the future of this firm. This includes setting up and maintaining a mentoring program. The mentoring program will be set up with individuals from all levels of achievement, that are willing to devote a portion of their time to the firm’s prosperity.

With the development of the more organic and less formal organisational structures the role of mentors has shifted with these changes. Unlike previously where mentors where seen as formal trainers who taught newcomers the processes and got them acquainted with the cultures and the systems within the organisation. Which required good interpersonal skills and a good knowledge of the activity or tasks the mentee would have to undertake, and be able to effectively relay or demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor would have to be more of an emotional counselor and demonstrate more skills than were traditionally required from