Reflective Practice

Reflective practice is the process of thinking about and critically analysing your actions with the goal of changing and improving occupational practice.

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 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.

Reflective practice is constantly changing as it adds in the learning gained from experiences. Reflective practice links events together and compares what is already known and make a decisions on the basis of this comparison. Reflective practice helps nurses to become expert practitioners due to the fact it operates from a deep understanding of the total events. Reflective practice could also be beneficial for patients and service users as it gives better standards of patient safety and is focused on individual and also evidence based care derived from their needs.

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.

The Nursing and Midwifery Council (NMC) defines the role of a mentor as a nurse with specific training who is able to facilitate learning, and supports and supervises students in a practice setting (NMC 2008). Mentorship plays an integral part in the next generation of practitioners and nursing professionals play a vital role in guiding a process that allows the transference of knowledge, skills and attributes from healthcare professionals to the students they are working with (English National Board and Department of Health 2001).

Mentoring for the mentor is about challenging himself to perform to greater capabilities while nurturing a mentee and stretching them to realise their full potential. Mentors counsel, tutor and guide their mentees in developing themselves.

This is my reflective account of my performance as a mentor in a clinical setting, assessing the learning environment and the strategies used for teaching and assessing a newly qualified theatre nurse.

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.

Mentoring is a skilled mindfulness and reinforcing instrument. It is a capable strategy for peopling to progress in their occupations and is getting the opportunity to be growing predominant as its potential is made sense of it. It is a relationship between two people (mentor and mentee) ordinarily working in a near field or having similar experiences. It is a helpful relationship based upon shared trust and respect.

Reflection is an everyday process and is very personal matter. Jasper (2003) suggests that reflection is one of the key ways in which we can learn from our experiences. Reflective practice can be defined as process of making sense of events, situations and actions that occur in the workplace (Oelofsen, 2012).

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

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.

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