Peer Mentorship Analysis

First, only one program was studied. It is difficult to know whether a similar program would yield similar results. Second, the study was completed during the first semester of the program. If the same research questions were examined during the second semester, the results might vary because of the additional time spent between mentors and mentees as well as the additional topics discussed. The first semester lessons and activities are about building relationships. Third, only the mentors were studied. Finally, only a small sample of the mentors in the program were the focus of this research. A more comprehensive sample size will most likely yield varying results.

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.

After completing my Mentoring Confidence Inventory, I learned that my lowest score, 18 out of 25, was on the communicating effectively category. I was not surprised on scoring low on this category. Friends and family members often tell me that I need to work better on communicating effectively and listening to other’s perspectives. Under the communicating effectively category, there is a statement claiming, “I have effective listening skills.” I rated myself a 3 out of 5 when reading this. Sometimes when having hot topic discussions with my peers, I react abruptly to something someone has said that I do not agree with. I recognize that this is not a great way to respond and it does not constitute effective listening. I get so caught up in

In my current role as a Certified Nursing Assistant Instructor (CNA), clinical learning with a mentor in a long-term care setting is essential in preparing students for their role as a CNA. One of the biggest challenges with these learning experiences is the random assignment of students to a CNA mentor. Some students have excellent mentors who take the time to explain things to them and walk the students through doing the cares themselves. In contrast to students, who have a mentor that does not interact or explain cares to them. During post-clinical conference, there is a noticeable difference in the attitudes of students who had a good mentor compared to those who did not. This brings forth the question of which student was able to learn

Setting clear attainable guidelines as to when and where mentoring sessions will take place and the duration of the mentoring process.

In my next mentoring relationship, no matter if I’m the mentor or mentee, I will apply the skills I have learned through this program with the hopes of improving upon them still, through practice. I will greet my new mentor or mentee with open arms, knowing that they are giving me the opportunity to learn more, to practice my skills, and to help make others better in turn.

Over the course of the past few weeks, this course has enabled me to put to practice some of the basics of mentoring in a practical setting. In this case paper, I will document the final coaching session between my co-worker and myself. As always, before getting started I worked on a pre-coaching plan in order to lay the foundation for our meeting and help myself prepare for when I meet with my mentee. Next, I will discuss the facts of the coaching session and how well we were able to accomplish the goals of the meeting. Then the different successes and challenges will be mentioned as well as the lessons I learned from each. Finally, I will reflect on the areas of myself or my coaching style that need improvement and how I plan to implement those changes. First let’s take a look at what went in to developing the pre-coaching plan for this meeting.

Formal mentoring programs are ubiquitous on college campuses and yet there is a lack of high quality training for mentoring participants online. The Entering Mentoring training is a notable exception (more here). However, this training is in person. More here about lack of inclusive mentoring / cultural intelligence.

Mentors have an important role in ensuring the acquisition of knowledge obtained at university translates into competency in practice and does not lead to the 'theory practice gap' described by Cope et al (2000). Mentors have to consolidate the knowledge taught in university into practice in the learning environment and allow the student to reflect on their performance and experiences.

Once we buy into the process, the next logical question is what does it take to prepare to be a mentor. Elmore warns that if one waits until feeling prepared, then likely, no one would ever be mentored (2012, Kindle Locations 1038-1039). If we refrain from sharing our knowledge and experience until a particular level of proficiency is attained, we deprive future generations of the foundation already available to empower them as effective leaders (Elmore, 2012, Kindle Locations 1041-1043). This is reminiscent of a conversation with my father about being prepared for children, the ultimate mentoring relationship. He assured me that we were as ready as we would ever be and waiting to feel prepared would only result in never planning to have children. Unfortunately, many potential mentors fail to ever reproduce themselves because they never feel prepared.

Program participants will meet regularly with the mentoring/outreach coordinator to discuss barriers to program goals and participation. The coordinator will use community volunteers, peers and family to mentor and the business community provide transitional employment and training. These sessions will be small group discussions with individual encounters as required.

A Learning Mentor is a relatively new concept in the field of education and is used within schools to support them in raising standards.

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

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.

In Mel Levine’s article All Kinds of Minds, he states that “motivation drops from a bad grade, family issues, what they hear on the bus, or a remark from the teacher” ( Levine 38). Such emotions such a those given can make an impact on how he or she views themselves plus can last for a long period of time. In contribution to the attribution theory, the outcomes of behavior will take a rise. The best concept in overlooking those emotions is simply developing a positive state of mind. The more the student thinks positively, the less negative emotions will intrude.