Type Of Nursing Mentor

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.

"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

Mentoring a student is a great challenge for my entire career as a qualified health professional here in the United Kingdom. I have been registered as a Nurse since 2001 and have worked in Respiratory Ward and Cardiology Ward in NHS Trust here in Leeds and have been involved in teaching and supporting students during their placement in the Trust. In the past, I have been working with various mentors who guided me to understand the various characteristics of being a mentor and helped me established my own approach of instilling knowledge to a learner in a nursing environment. The objective of this reflective essay is to contemplate upon the characteristics of my professional practice and any progress that I have experience during the period that I was a student mentor. Mentorship is a vital tool that links between classroom theory and evidence, and theory and the actual practice in a clinical area. Ely and Lear (2003) suggest that following a mentorship preparation course, a mentor should have adequate information to intensify their knowledge base in relation to a student’s learning needs; the effectiveness of role-modelling and effective and conducive learning environments. To be able to enhanced clinical knowledge and skill development for the student, mentors contribute individual support and guidance in the clinical area. In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs (NMC 2006). In

Mentorship relationships have demonstrated a capability to improve the recruitment, training and retention of nurses. As leaders, we are challenged with healthcare transformation. In order to meet the demands of our healthcare system, we will need to not only intuitively adapt, but also consider innovative approaches to practice. The implications not only apply to quality of care of patients, but also to the development of future leaders. We will need to rely on the resources and talents we have within our organization in order to foster quality care and employee engagement. Mentoring in nursing can help support these objectives. This paper will review my contribution and advocacy related to taking a stand to promote our nursing future.

Forcing someone who does not want to serve as a mentor to do so can quickly create problems. Obviously, someone with a negative attitude, who might encourage a new employee to gripe and complain, should not serve as a mentor.

Not only in order to create a healthy work environment but it allows for more effective training, as well as, molding quality nurses. Mentoring and coaching doesn’t only pertain to new nurses or staff it can also be to someone who wants to challenge their skills. “components of a coaching model include relationship building, problem definition, problem solving and transformation. Nurses can form a coaching relationship with managers and explore leadership development concepts such as emotional intelligence and its influence on others, and fit of personal style with organizational culture. At the peer to peer level, through the nursing student placement program, experienced nurse preceptors will coach novice nurse preceptors.” (Bhimani, H. 2014) A great way I think this framework was used was in my last clinical rotation. Many of their nurses were very open to having students, granted many were also clinical professors, but it made a major difference. Many of them were also newer nurses themselves and the other good nurses had a Master’s Degree. That was just some of the patterns I noticed. The ones that weren’t good at all just seemed like no one truly enjoyed working with them, so it was mainly an attitude problem. What I liked about my clinical site was that they had an “Exit Survey” which allowed us to be honest about our experience. What made the good nurses great preceptors was stating their expectations at the beginning and touching base with us throughout the day. They allowed us to actually work instead of saying “sorry we just don’t have time right now.” Mentoring and coaching starts from the basics in school, when you have people that make a difference you remember that and want to do that for others. Nursing is about developing, adapting, evolving, and working with others. It is a lifelong learning process and everyone can learn something from others. It

A mentoring relationship can ¬¬occur at any phase of an individual’s career, whether a new graduate, an experienced nurse assuming a nurse manager or clinical nurse specialist position, or an established clinician taking on a leadership position as the chairperson of a shared governance council. (“Mentoring Nurses,” 2013, para

Upon literature review, it was noted that effective mentoring can contribute toward a positive learning environment and valuable learning experiences (Botma, Hurter & Kotze, 2012). A long standing concern among nursing faculty has been the large number of students that a clinical faculty member is responsible for during a clinical experience and faculty time for adequate supervision and attention (Bagnardi, 2011). Peer mentoring is a strategy that has been used in the clinical setting. A major role of the mentor is to assist and encourage students to link theory to practice in a practical setting

In order to mentor students effectively, a mentor is expected to have a range of personal aptitudes and qualities. These include: empathy; enthusiasm; communication skills; motivation; competence and experience in nursing; teaching; evaluation and giving feedback to students (Jokelainen et al, 2013).

Going through the process of getting a degree and graduating can probably be the most rewarding achievement in life. All the sleepless nights: studying and writing papers has finally paid off and now it is time to step out into the real world. For some, depending on their career can be challenging to adapt to a new environment. Going to school and going to work for the very first time is a big difference. Some people could feel intimidated while other individuals could be excited to start a new chapter. It is strongly advised that students throughout their career find a mentor. According to the Merriam-Webster dictionary, a mentor is someone who teaches or gives help and advice to a less experienced and often younger person. Mentoring will make a big difference for future nursing graduates and to many other careers.

The NMC (2006) states that nurses who take on the role of mentor are required to support students’ learning in an inter-professional environment. An important opportunity identified by the analysis, was the chance for the student to be involved in multidisciplinary meetings and nursing handovers. In the case of multidisciplinary meetings, it gave the student the opportunity to observe and if appropriate participate. The student engaged in nursing handovers and this allowed her to observe the complexities of decision making in practice and recount her reasoning to colleagues.

   In a Fox (2010) study, a 12-month nurse mentor program with 12 pairs of mentor/mentee matches was implemented with the purpose of increasing nurse satisfaction and decreasing turnover in a Catholic hospital (Jones, 2016, p. 14). According to Jones (2016), the mentor program required a mentor and mentee training session, contract between mentors and mentees, mentors/mentees meetings at 1, 2, 4, 5, 8, 10 and 12 months, and evaluation forms (p. 15). Rated on a 4-point Likert scale (1, strongly agree to 4 disagree), the evaluation survey included 11-statements (Jones, 2016, p. 15). The maximum

The role of a mentor is to help facilitate the development of future generations of nurses and midwives. As a mentor i have the privilege and responsibility to help students translate theory into practice, and making what is learned in the classroom a reality. Passing on your knowledge and skills is one of the most essential roles I can undertake, and it can be very rewarding.

The business world is about power or who you know that has power. These associations can prove to be useful when it is time to enter the job market. When networking keep in mind that it is important to “be surrounded with people who are encouraging and supportive” (Blackett, 2011, p. 77). There are several ways an individual can get themselves readily available for their ultimate career. One of the most common types of networking comes in the form of a “mentor” (Blackett, 2011, p. 78). A mentor can help guide a person in a positive direction towards their goals. Have you ever heard the old saying ‘you are what you eat’? Surprisingly, this is true. It also applies to the thoughts that consume our time. We are “what we think about” (Blackett,

In today's business world, the word "mentor" is one you have to know. In fact, when you close out an interview and the employer asks if you have any questions, you need to ask about their mentor program.