Pediatric Nurse Mentorship Analysis

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)

The Nursing and Midwifery Council (NMC 2008a), defines “the role of a mentor as someone who facilitates learning, supervises and assesses learners in practice setting.” The mentor is a key support to students in practice, this is where students apply their knowledge, learn key skills and achieve the required competence for registration.

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.

The following assignment will be written in first person as it is reflective in nature. Bulman and Schutz (2004) agree that to learn from an experience practitioners should go beyond description and reflect on that experience. The aim of this piece is to reflect on my role as a mentor and demonstrate my awareness of the responsibilities involved, whilst paying particular attention to the required learning outcomes 2-5 of the module. In keeping with the NMC (Nursing and Midwifery Council, 2008) Code of Conduct anonymity will be adhered to and therefore no names of people or places will be mention.

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 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.

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

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

Mentoring plays a crucial role in the growth and development of novice nurses. It provides a way for the experienced nurses to give back to the profession and helps them play a significant role in the formulation of a new nurses’ career. Mentors offer knowledge, encouragement, support, guidance, and friendship to the next generation of caregivers. In her study, Marian wanted to see if there was a connection between mentoring, job satisfaction, and retention. Practicing nurses were selected randomly to be mailed surveys to complete regarding mentoring and its’ effect

"Mentoring is a process in which a person who is experienced, wise and trusted, guides an inexperienced individual to develop to their full potential" (Carr, and Gidman, 2008). There is a mentor I would never forget in my life. Although she has passed away, her good work in my life shaped the way I approach my profession today. I remembered coming to the facility on my first day and the supervisor approached two nurses to give me orientation but they refused but the third nurse accepted, with an opened heart she equipped me with most of the tools I needed to be an effective nurse in this profession. All the qualities of a good nurse I was taught in the school were all in her. She had communication skills, emotional stability, empathy, attention to detail, interpersonal skills, physical endurance, and problem solving skills. Sometimes we think these qualities are design for nurses to patients, but it is not. These are characters that should go with us wherever we are. It should have extended to co-nurses as well and my mentor had it all. Although accent was a little difficult for both of us, with her endurance skills and someone so familiar

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,

Effective training and education of staff to evaluate competency is challenging. The current lack of regulations regarding nursing curriculum results in a vast disparity of experience and ability. When a leader looks at the new graduate registered nurse it is imperative to understand that all new graduates are not equal in knowledge and experience. Initial education is only the foundational start for the nursing professional. Nursing leadership must provide the tools and mentoring necessary to do their jobs effectively, safely and efficiently. Benner's novice to expert theory can be used as the equalizer to narrow the educational and experience gap between nurses. So much of a students knowledge is built on experience in the clinical setting, it is difficult to ensure that all student training and knowledge is equal. . Benner's theory “predicts that nurses with higher competencies will identify problems more quickly based on subtle clues” (Larew, Lessans, Spunt, Foster & Covington, 2006, p. 18). This need to develop nursing competency supports the need for practice in the clinical environment and a continued evaluation and mentoring program in the work environment.. A well organized structure of a residency program allows close observation and opportunity to support staff through transition from student to nursing professional while placing high value on safety and

144). The mentor is usually referred to as an experienced and competent staff nurse who can serve as a role model and resource for the new staff member or perhaps an experienced nurse who has entered a new realm of the field. According to Greene and Puetzer, “the complexity of the nursing career requires a substantial and consistent support system to ensure success, satisfaction, and retention” (2002, p. 69). It is no wonder, then, that the role of the mentor should be as complex and fluid as the career for which it is mentoring.