Essay about Parafossionalism

Throughout this clinical semester, I have worked with several different registered nurses (RNs) and have been able to develop mentoring relationships with many of the staff on the unit. During our time together, I interviewed several of my nurse mentors and elicited information regarding their nursing experiences and the culture of the environment in which they work. The following conversations provide a summarization of my nurse mentors’ responses to the selected interview questions.

Susan B. Stillwell is clinical associate professor and program coordinator of the Nurse Educator Evidence-Based Practice Mentorship Program at Arizona State University in Phoenix, where Ellen Fineout-Overholt is clinical professor and director of the Center for the Advancement of Evidence-Based Practice, Bernadette Mazurek Melnyk is dean and distinguished foundation professor of nursing, and Kathleen M. Williamson is associate director of the

For this assignment I will address Morton- Cooper & Palmer (2005) enabling traits and discussed the core skill of a mentor. I will analyse and reflect on how I’ve utilised these skill with a third year student nurse in my practice area (cardiology) I will also reflect and evaluate my mentoring experience with my learner to see if there is any area of improvement or changes to be amended.

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.

The article by Bally Jill (2007) identifies that nursing leadership can use mentoring culture to achieve professional and career development in nursing, and increase the quality of care given, especially for acute care nurses. This is because the article finds that nurses often have low morale, heavy workloads, high patient acuity, apathy towards professional collegial support, and reduced resources. The article identifies that mentoring in

In order to increase new RN job satisfaction and retention, a mentorship program approach is vital for the success of new registered nurses and the success of the healthcare organization. The qualitative studies presented in this chapter involve experienced nurse mentors providing guidance, assistance, and ongoing support to newly hired or newly graduated RNs/mentees throughout the 12-month mentorship programs (Fox, 2010, p. 9). According to the 2010 Institute of Medicine report, the nursing workforce can be substantially strengthened and the quality of care and patient outcomes can be dramatically improved through nurse mentorship (p. 3). The three studies introduced in this chapter demonstrate the outcomes for nurses who have participated

The goal for using this model is to increase student learning growth by improving the quality of instructional, administrative, and supervisory practices.

Mariani, B. (n.d.). The Effect of Mentoring on Career Satisfaction of Registered Nurses and Intent to Stay in the Nursing Profession. Nursing Research and Practice, 1-9.

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,

The Teacher’s pyramid of Influence is a pyramid of three sections, the top section is overt attempts to teach, the middle section is interacting with students and the foundation of the pyramid is the modeling. Just about everything in life is build from a foundation, a foundation is the beginning of something that is build upon to make something bigger and better. The foundation of a teacher, teaching their students is modeling. Modeling means to give an example, not just say something, but do something. Modeling can be a positive thing or a negative thing. When a teacher talks about the importance 's of a particular action like looking both ways before crossing the street, then model this action. Each time the teacher crosses the street they look both ways, this is modeling. The students are more likely to mimic the teachers action, follow their example rather than just listen to what the teacher said and follow their directions. Modeling is more powerful learning tool than verbally telling someone what to do. From the moment we are born, we learn best by mimicking what others are doing, the people we see, our mom and dads are our models, what they do we will do or at least try to do. A teacher who lives by the modo “do as I say not what I do” is not an effective teacher. Modeling is the foundation of any good teacher.

Mentorship is an integral role played by an experienced nurse to guide and train, less experienced nurse in their clinical area (Ali & Panther, 2008). Mentors’ are required to facilitate learning in order to help nurses in developing essential skills and assess their proficiency in clinical practice (NMC, 2008). Within this portfolio I will show that I have facilitated learning and assessment in my practice area.

Good mentors and coaches have the ability to make or break a nurses, especially student nurses, will to drive in nursing. Good mentors do not just tell a nurse the answers or what to do they should be a light leading them in the right direction (Raisbeck, 2012). It is important that a new nurse or a nurse new to an area develop decision making skills so being a light allows the nurse to develop these skills and feel confident doing it. There are a few qualities that can define a poor mentor. These qualities are having their own agenda, helping others rather than addressing the needs of the mentee, takes offense when the mentee does not follow what they are told by the mentor, and transferring their problems to the mentee (Williams, & Grant,

Nurse educators transitioning from the clinical setting to the academic setting often go from being experts in their field to being novices in the role of educator (Weidman, 2013). When transitioning into the role of nurse educator, one must adapt to the role by developing student-faculty boundaries, learning the institutional polices, processes, and new technologies, and socializing with the faculty to become a part of the institutional culture (Duphily, 2011). In the studies reviewed related to the transition from expert nurse to novice educator, the availability of staff support was identified as the most important factor in a successful transition (Weidman, 2013; Duphily, 2011). Staff support

I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may

“The single greatest effect on student achievement is not race, it is not poverty — it is the effectiveness of the