mentorship reflection

Zachary presents the mentorship as a learning partnership between mentor and mentee. This reinforces my understanding of the nature of adult learning and the notion that the mentor is less an authority figure and more of a facilitator. In my work as a mentor for special education directors, I will utilize Zachary’s four-stage approach for encouraging learning and promoting change. This reading has helped me to see mentorship as a process with distinctive components, as defined by Zachary (2012). During the preparation phase, I will focus on ensuring I fully understand the reasoning behind the mentoring relationship (Zachary 2012). I will accomplish this through personal reflection and a collaborative discussion with the mentee. I will remember that this phase sets the tone for the relationship. The next step, negotiating, is the business stage and the time when mentoring partners come to an agreement on the learning goals and define the content and process of the relationship (Zachary 2012). It is essential that during this phase I facilitate the conversation to enable a productive meeting and set measurable goals with aligned activities that will ensure they attain their goals. Part of the stage that I need to work on is creating a shared understanding of boundaries and limits. I will accomplish this through communicating the delineation between the mentor and mentee’s role and responsibilities. The third stage, the enabling phase, takes the longest amount of time because it is when the implementation of the learning occurs (Zachary 2012). During this period, I will support the mentee’s learning by communicating the goals and providing thoughtful and timely feedback and encouragement. I will ensure that additional time is dedicated to supporting the mentee’s work. Before reading this book, I was less confident during this phase and

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 assignment will allow me to reflect on my own experiences in my new role as a mentor and will follow the journey of a student nurse and her

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.

I have not yet worked in a school setting, but I have worked in several agencies and offices where collaboration with colleagues was present. One agency I have worked in was a domestic violence shelter, which housed up to forty-five women and children. In addition, we ran a twenty-four hour crisis hotline, provided individual and group counseling services, and educated those out in the community about domestic violence. It took a lot of collaboration with colleagues to have the agency run smoothly and effectively. When issues arose with clients staying in the shelter, my colleagues and I would met to discuss the issues and how we were going to work together to solve them. Together we were able to discuss all of these factors and agree upon

The goal of the Pre-Health and Science Peer Mentors Program is to help first year African-American students with pre-health interests engage fully in the Washington University experience. As one of nine mentors, I was assigned multiple students and tasked with helping them maneuver through the myriad of challenges associated with entering Washington University. Even as the mentor, I found this experience valuable as it allowed me to reflect upon my past challenges and translate these experiences into advice while developing a community amongst other pre-medical minority students. I attended training meetings, and met with my mentees multiple times during the

Bandura (1977) uses a four-step approach when implementing learning consisting of four phases: Attentional , Retention, Reproduction, and Motivational. The attentional phase is when the learner observes the role model. The processing and memorization of the observations takes place in the retention phase. The learner performs the learned action or behavior in the reproduction phase. Lastly, the motivation phase focuses on the learner's motivation to perform the behavior depending on their perception of reward or punishment as a consequence. This is known as vicarious reinforcement (Bastable , 2008).

"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

This friend was a mentor to the king’s son (Hodgson & Scanlan, 2013; Metcalfe, 2010). In nursing history Florence Nightingale was chronicled as a mentor (Metcalfe, 2010). As well as clinical practice placement settings are utilized for mentoring of students (Metcalfe, 2010).

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

I work on a part-time basis and my tasks include sending the project briefs to business advisers at the beginning of the month and collecting their work at the end of the month. I received training on business mentoring, which is a way of supporting employees or colleagues related to coaching, during previous work, and in this role I communicate with an interdisciplinary team to coordinate the creation and distribution of project briefs across projects. I keep minutes at meetings and I draft letters and reports that are further passed on to advisers for finalisation. I provide clear instructions in the project briefs to each adviser, and in doing this I check the policies and internal guidance for the tasks to be done. For example, when an

The aim of this essay is to discuss on how the reflection on mentorship will be undertaken, how and why the model of reflection will be used and the importance of confidentiality. I will reflect the mentorship by ensuring that the mentee during clinical practice is put at ease throughout the learning experience of four weeks (Quinn, and Hughes 2007, p. 29). Also, I will use the principle of Kolb’s learning cycle as my model of reflection because reflecting is an essential element of learning. As I am the mentor, I will follow this cycle in a clockwise direction with Jude, so she would have to reflect on the skills learnt by reviewing the whole situation (Kolb’s learning cycle 1984 in Rose and Best 2005, p.129). This would enable Jude to

-Is a process in which a novice is guided by an expert to participate in and master tasks a great example of this in my life was learning who to ride a bike. First, my mother put training wheels on my bike and she showed me how to pedal and steer and control the bike. Then, she took the training wheels off and held the back of the bike. During this phase I was actually controlling the bike for a little while, when she let go, but she was always right there to grab it if I slowed down, and lost my balance. Finally, I have learned who to push off from the curb and go all by myself down the

These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,