mentorship reflection

2900 Words Jun 26th, 2014 12 Pages
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.
The purpose of this essay is to reflect upon aspects of my professional practice and development that I have encountered during my time as a student mentor. This reflective essay shall be written in the first person, In accordance with the NMC (2002) Code Of Professional Conduct, Confidentiality shall be maintained and all names have been changed to protect identity. I have been teaching students and newly qualified theatre practitioners as a registered ODP for more than 10 years and as a SODP for one year. Working with
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Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton. The learner can go from a unconscious incompetence (where they do not know the procedure), through conscious incompetence (where they realise what they do not know), to conscious competence (when they begin to understand and carry out the task to the required standard). The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine (Immenroth, M, 2007). These stages allow the learner to quickly progress through the first three of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee. Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is

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