Students With A Unique Learning Experience

The transition from student nurse to registered nurse can be exciting, stressful and challenging and reality shock can be experienced (Kaihlanen, Lakanmaa, & Salminen, 2013). The skills knowledge and values learned during the 3 years period of the undergraduate program should be demonstrated while working as a Registered nurse. The transition from nursing student to professional nurse is complex and multifaceted experience (Clark & Springer, 2012). Therefore, it’s essential to guide the student during their learning process for their professional development. It is difficult for the student nurse to work on their own unsupervised right after completing their program. Being independent registered nurse will take lots of practice skills wise and knowledge wise. The transition from student to staff nurse ‘is a common rite of passage that marks the end of initial educational preparation in the discipline and the

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)

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.

You are a nurse who works in a busy A&E department in a city hospital. Because you are experienced and highly regarded your manager has asked you to mentor some new nurses who have just qualified.

As new nurses enter into bedside nursing, they are precepted by an experienced nurse to help with their transition. This time frame varies based on the specialty of the nursing floor and the progress and experience of the student nurse. But why is precepting chosen? A study by Harrison-White and Simons (2013) shows that students who take part in preceptor programs are more likely to feel more confident in their role, be able to provide effective care sooner, and remain within the nursing field. Considering the implications of this occupation and the current shortage of nurses, it is important that we ensure the best start for

My practice in nursing has been influenced by various elements within my career. I have come to embrace that nursing is a learning process and one should expect constructive criticism. When I began as a “novice,” I found myself nervous in some clinical situations but I managed to remain focused on

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

"This example shaped me as a leader," she says, and her work with a professional career coach convinced her of the strength of her newfound career.

The reason that I chose this topic is because I have seen the impact confidence, or lack of, has made on my practice. Confidence is an important aspect of care; not only because of what it symbolizes, but the direct effect it has on the patients and a nurse’s mindset.

She believed that years of experience is what ultimately sets apart a novice and expert nurse. “Clinicians at different levels of practice live in different clinical worlds, recognizing and responding to different situated needs for action” (Alligood & Tomey, 2010, p. 141).

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

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).

As a second year nursing student I felt mixed emotions of excitement and anxiety when I was thinking about my upcoming clinical placement because even though I have been working as a patient care assistant at Royal Darwin Hospital for a year and had already undergone clinical teaching block for one week . The responsibility of being a nurse is big and much complex than my current job [1.2 Fulfils the duty of care] especially when handling assigned patients. Thus, need to have a good supervision from my clinical preceptor to meet the best possible nursing care to my patient with in my scope of practice [2.5 Understands and practices within own scope of practice]. My four weeks of clinical placement was taken place in