The purpose of this essay is to critically analyse the role of the coach when building learning opportunities with the college student that work for his or her level. Mentors in a Gynaecological ward are trained and trained nurses, and frequently engage in mentorship programmes to help pupil nurses gain first hands insight and experience of working inside a busy and challenging environment. The students vary from first time to third 12 months nursing students and for that reason their learning opportunities and abilities differ, and the mentor's ability to facilitate any learning opportunities ranges accordingly. The article will consider key conditions and principles and clearly determine what learning opportunities signify both for the coach and the mentee. The learning opportunities to be reviewed in this essay derive from the student's needs and requirements as stipulated by their university. These needs are usually certain requirements of the pre-registration medical programs and are mandatory skill clusters to help the learner meet the Medical and Midwifery Council's enrollment requirements. The essay will also critically analyse what sort of mentor facilitates and helps learning and manages to engage and instruct students in a occupied environment, making certain students are increasing the relevant skills and knowledge appropriate with their level and course anticipations.
A key element of being truly a good mentor is having the ability to set realistic targets and learning needs having evaluated the capacity of the pupil (Grey and Smith, 2000). Nicklin and Kenworthy (2000) suggest that learning targets are goals that encourage development of skills that students did not previously have. It is important to truly have a good supportive learning environment that may essentially provide the basis for many learning opportunities for the college student (NMC, 2008a). The first thing to do when mentoring a student is to ensure they are properly launched to the ward, the staff and the environment. This helps to eliminate any stress or panic the university student may experienced prior to approaching on the location (Manthorpe and Stanley, 2000). That is especially so when it is the student's first-time on a location and professional medical environment. Pursuing on from the benefits, the mentor will give the student an explanation of the different surgical procedures that are completed, followed by a student information pack for even more reading. The coach is also necessary to explain to the pupil the necessity of maximum attendance during position. This is not only stipulated in the college or university need, but also in the ward, and everything students are required to have at least 40% attendance at position as required by the NMC code (2008a).
One of the first learning opportunities afforded by the coach to his/her mentee in a gynaecology ward, is the chance to work in a multidisciplinary team to deliver the best care and attention possible to the patient and his/her carers. By working in a multidisciplinary team, the pupil can engage with professionals of different levels from physiotherapists, occupational therapists and gynaecologists. In allowing the learner to be involved in this environment, the coach offers the university student the opportunity to learn different skills and medical techniques that would perhaps have been less visible, if the scholar was to only use the coach and concentrate on specific learning needs (Grey and Smith, 2000). In the gynaecology ward, the coach is able to aid such learning opportunities in a multidisciplinary team, by allowing a first year student to prepare a theater patient and take the patient to theatre before retuning back again to perform other tasks. However, there are situations in which a first year scholar may become more qualified than predicted as they are working as Health Care Assistants previously and for that reason have acquired the required skills to be able to not only put together and take a patient to theatre, but also returning with the individual following the surgery. In this situation, the mentor must be familiar with the various learning needs and provide the correct learning opportunities personalized to the student's level. Contrastingly, the mentor may be given a final year student to teach in which case, the mentor must create and identify new learning opportunities for the university student. Price (2004) specifies that it's the duty of practice staff to develop a host conducive to learning, and mentors should continually monitor students' progress to ensure that they offer appropriate support and experience for learners (Hand, 2006). Inside a gynaecology ward, the mentor can provide the ultimate year student with the possibility to not only make the individual for theatre, but collect the patient after the surgery and take give notes from the restoration nurse to be able to then continue with the post procedure health care plan. Nevertheless, all the nursing students can be found the possibility to work in other gynaecology areas including theater to learn new procedures, use different experts, and understand the several instruments and sutures used including the gowns, gloves, working table, drapes, pores and skin planning, swabs used, and the method of verifying swabs and instrument figures (Maxwell, 2004).
The mentor can also provide more learning opportunities for his or her final year student aimed at growing their communication skills, by encouraging them to wait and participate in a hysterectomy ending up in the view of conducting their own appointment. At this appointment, the student will monitor and listen to the materials, then conduct her own research using the facilities on the ward and a healthcare facility like the clinic, the collection and other acquaintances, to get ready her own presentation. This learning opportunity will give the student self-assurance in her ability to present to a diverse group of men and women ensuring that her communication skills are adjustable to all or any situations.
Where the mentor observes that the scholar has gained a good degree of understanding of the essential processes of your gynaecological ward, the mentor can find new learning opportunities for the university student to build up his/her skills and competence (NMC, 2008a). Another opportunity which a coach can afford to their student offers the chance to perform removing a catheter using the aseptic strategy. To greatly help the learner meet this learning need, the coach recognized several patients over a period of 3 shifts that required removal of a catheter and genital pack. The mentor explained to the college student what this task was and the reason why it had to be carried out. Once the mentor had discussed the goal of the exercise, with the patient's consent, the student observed the coach getting rid of the pack and catheter, carefully describing each step of the procedure and the equipment used. After the student had witnessed this technique 3-4 times, with the patient's consent, the pupil was allowed to carry out the same scientific process explaining to the coach and the individual each step of her action as the mentor had done to show her understanding. This was a means for the mentor to determine the student's competency and capacity to take large amounts of information (Watson et al, 2000). Following the job was completed, documentation in the patient's medical notes was done. The mentor's intervention ensured initial contact with this clinical activity was given, however the mentor must always be aware of areas for even more improvement and building of confidence in the student's performance (RCN, 2007a). Morton-Cooper and Palmer (2000) describe a good mentor/student relationship allows the posting of knowledge between two individuals, and Collis-Pellattt (2006) add that mentors are anticipated to aid learning opportunities and tailor teaching to the students individual learning needs. The involvement accomplished both of these points.
In a gynaecology ward, it is crucial that students have a sufficient knowledge of the fluid balance sheet. This is knowledge acquired from other university teaching and it is the mentor's role to ensure that the college student can put their theoretical knowledge directly into practice whilst on their placement, by giving relevant learning opportunities designed to explore these methods (Morton-Cooper and Palmer, 2000). In a gynaecology ward, nearly all patients go back from theater with intra venous essential fluids as well as catheters. This is a prime learning chance of the student where in fact the mentor makes it possible for them to monitor the insight and end result of liquids and document the information accurately and evidently in the liquid balance chart. It is an opportunity for the learner to learn how to analyze and measure the fluid output effectively to be able to get an accurate figure of the patient's medical needs. In doing this effectively, the university student learns to discover any threat of retention or dehydration. In providing this earning opportunity, the mentor means that the student knows the need to take care of risk effectively, confirming risks in order to keep the security and well-being of the individual and all those concerned in the attention of the individual.
Due to the speed of a gynaecology ward, it may also be necessary for a mentor to allow the student to work individually provided that they may have demonstrated the ability and willingness to advance and lead with limited supervision. NMC (2008a) claim that the scholar is also accountable for their own learning and must "follow the coverage for conclusion of professional medical assessments as lay out by the professional medical placement provider and reflect on and reply constructively to feedback they receive" (NMC, 2008a). Often whenever a mentor is given one third year student to teach, the university student will show a keenness to take on added responsibility on the ward. In this instance, the mentor can entrust the 3rd year college student with the management of a tiny variety of patients, making sure they perform the necessary look after the patients, all in help of supporting the student develop the skills to prioritise patients worry needs. To carry out this effectively, the scholar would have observed the mentor in the first instance in his/her management of patient good care. The mentor will explain that it's necessary to first of all prepare the theater patient first let me give you, ensuring that the individual is became the correct apparel, the theatre foundation is made and the individual theatre checklist is completed and accurately recorded. Once this is done, other tasks can then be followed to be able of urgency. The mentor must also identify to the college student what's construed as urgent in a gynaecology ward, as perceptions differ on what is urgent in conditions of prioritising work. After the student has witnessed this process several times and the mentor feels that he/she is preparing to undertake this responsibility, the mentor can assign the pupil with a little volume of patients to provide for and with instruction, observe the pupil in action. The mentor will usually ensure that the university student is not remaining by itself, and has assistance and supervision at all times (RCN, 2007a). All documentations will be checked out and countersigned by the coach before hand over to the next transfer. Where appropriate, the student will also progress to learning foundation allocation and the admission and release process. Although, some progressive second calendar year students can also be afforded the opportunity to manage the care and attention of patients in this learning environment, the coach will often only assign one patient to the student and maintain ongoing supervision due to the limited theoretical knowledge received at university to that point. By doing this, the mentor ensures that the learner and the patient are not put at risk.
In summary, it has been proven that mentoring pre-registered nurses is a essential part of nurse education and has become common practice in the united kingdom. It has been accepted that good mentoring is the result of well-planned learning opportunities and the provision of support and coaching for students, that ought to also incorporate a proper level of supervision (RCN, 2007a). The mentors are also learners along the way and they too require support and guidance from different professionals such as website link tutors. Although this assistance is not always open to mentors, they are able to deviate out of this problem insurance firms more contact and communication with the students in order to bridge that space. Duffy (2004) shows that mentors often feel ill-prepared for his or her roles and shortage the necessary support to carry out their tasks as required not only from professional personnel, but also from the students' education organizations. Experience shows that there are cases where mentors had a need to contact website link lecturers to discuss students competence levels but was struggling to reach the lecturer and get the matter resolved urgently. What in addition has been noted as a hindrance to the mentoring process is having less quality time put in with the students whilst working on a clinical environment. There were many times when the ward was busy and it was impossible to keep contact or teach the students during these times. I am of the view that clinical adjustments need to be made more adjustable to students and there needs to be an improvement made on making scientific settings also focus on a learning environment to assist training nurses attempting to progress in to the nursing field.