Posted at 12.30.2018
For the purposes of the assignment I shall be critically analysing, reflecting and analyzing my performance as a mentor while starting the Mentor Development Course. During this course, I got working as Acting Unit Supervisor in Intermediate Good care Services, within a fresh and unique setting up.
My learner is a second year graduate entry scholar and was delegated to understand the underlying idea of Multi-Disciplinary Team approach utilising Patient's Goal-Oriented Treatment Planning. As being a registered nurse I've a duty within the NMC Code of Do (2004 p8) to help and assist nursing students, midwifery while others to boost their competence in practice. By educating my learner to utilise this process enable me to delegate confidently the task during multi-disciplinary team conferences. This will add the efficiency of the machine and effective patients' discharge planning.
Quinn (2000) suggests that mentorship regarded as an important notion by the medical and midwifery professions. ENB (1993) describes mentor as 'a 1st level nurse who by example and facilitation, tutorials, assists and supports students in learning new skills and implementing new behavior and attitudes'. Palmer (1994) also defined mentor as a role model that can actively influence the development of the mentee's career. ' With this connection, the above explanations of mentorship will be utilized as the benchmark in the creation of my learning environment.
The initial ending up in my learner included the discussion of her earlier education and working experiences. This information was used to devise an individualised development plan with expected learning effects to make her position substantive and effective. That is good UKCC (1999) Fitness for Practice advice 13 which suggests that college student and mentor know very well what is expected of them throughout the placement. In addition they suggest the need for competencies and there are provided in the learner's practice folder. We discussed which the priorities of the learner are. To be able to identify her learning needs, I assessed her previous knowledge of the subject matter looking to formulate a personal development plan.
My learner was not aware of her own learning style. In such a connection, I helped her in conclusion of the learning styles questionnaire by Honey and Mumford (1986). This discovered that my learner has a average preference of any reflector method of learning. As Honey and Mumford (1986) described 'a reflective strategy learns by hearing different perspectives before arriving to a conclusions'. In this manner, lecturing and demonstrating the principles be which means approach to my teaching. However, in other areas of my teaching, I'll also utilise facilitation; as the books does state that facilitation is one of the numerous facets of mentor role (Morton-Cooper & Palmer 2000).
During our debate, she imparted her past educational background was established more from the original methods of educating i. e. the didactic teaching of children or teacher led environment with pedagogic methodology. We mentioned about the value of andragogy in adult teaching whereby Knowles (1990), wherein he makes the assumptions that men and women' learners are self-directed, encouraged and an andragogical approach to education can contribute towards students developing a positive attitude to lifelong learning.
During our discourse, she unveiled that she had a desire of becoming self-directed learner and partially can control of her learning. Therefore, through my encouragement, to be self-motivated, I recommended her to learn and investigate relative to the subject matter before the coaching session occurs. This 'motivation in learning is the fact that compulsion which will keep a person within the training situation and motivates him/her to learn'. (Downie & Basford 2003).
On reflection, there may be positive implication of the action for both of us. By allowing her to share teaching-learning process leading her to be responsible, self-employed and self-motivated individual. On the other hand, I also encouraged her to be self-directed and leading her in a few respects. This can allow me to support from being the individual controlling the teaching time. Thus, Rogers (1983) states that 'of special concern, it changes the function of the tutor from 'telling information' to 1 of providing choice and facilitating inquiry activity'.
A formal teaching was organised to the right learning areas with lesser disturbance. Due to the larger opportunity of my subject matter two trainings was set to support the main subject matter. The first coaching session dished up as an advantages of a new theme as Quinn (2000) advises one good thing about the lecture method.
The second coaching session was shown through powerpoint and handouts. However, to improve the simple fact of the treatment I shown true life case scenarios, we were holding based on the patients were accepted and efficiently discharged from the unit using our way and pathways. Utilising the unit attention plan way, I facilitated her to critically analyse the given scenario and urged her to create an individualised care plan by using her creativity in problem-solving and decision-making (De Bono, 1986 cited in Quinn 2000). The learner mirrored satisfactorily on the completed health care plan. Furthermore, she could express experiences, thoughts and reasoning in finding way to issues provided in the given circumstance scenario. They were examined through the use of debriefing strategy which where we viewed the power and weaknesses of her plan. In this manner, I could strengthen her knowing of the importance of social communication skills which she could then practice in the genuine environment (Quinn 2000).
On reflection, I've proven that the two lessons have created an impact to meet both of our anticipations to be a teacher and a participative learner as I have received an optimistic opinions to my learner and my coach. As Kolb (1984) emphasized that 'dynamic engagement of the student is one of the key characteristics of this form of learning together with student-centeredness, a degree of interaction, some way of measuring autonomy and a higher amount of relevance'.
Due to personnel shortage, increased demands of works in the unit, the limitation of their time to instruct my learner was affected. In order for her to meet up with the learning and experience she requires, the support and assistance within the multi-disciplinary team and my acquaintances were sought in order to help her to make the environment conducive for learning. Due to my commitment to your organization, I ensured myself a period especially in those significant regions of learning mentioned in the learning contracts to attain our objectives. As a result, my learner's learning experienced in the machine was effectively explored.
To provide framework to the summative examination of my learner I utilised the construction explained by Rowntree (1987) wherein he described five dimensional activities undertaken during assessment, which are: Why determine, what assess, how to evaluate, how to interpret as well as how to respond.
While Rowntree (1987) suggest that not absolutely all of the activities might be befitting all assessment situations, through the examination of my learner, all were guided with supervision. I assessed my learner's new learning to discover whether she's learned everything I put taught her (why assess). I noticed her performance and how she proven the approach, talked about and analyzed her conceptual knowledge through completed good care plans and requested to write a reflective overview of the new learning she bought (what to/how to evaluate). My interpretation is the fact that she presented both written and sensible side effectively and during reviews/discussion time, discovered that she got experienced a powerful learning process (how to interpret). After some consideration, it shown that I have already been a successful coach in this occasion and she experienced internalised her new bought knowledge (how to answer).
Consequently, Rowntree's evaluation framework was enhanced through my utilization of Steinaker & Bell's (1979) taxonomy of experiential learning theory, as they explain five different categories within their taxonomy, they are: exposure, involvement, id, internalisation, and dissemination. On this level, a learning tv show originated through the procedure of the categories that my learner was exposed to the teaching procedure of the subject matter, participated, assimilated, performed and shown effectively new knowledge she acquired.
My learner's id of the matters that I've discussed permits her to recognize the connection between the strategy and the setting up of goal-oriented care plan when she demonstrated in the sensible environment. She portrayed her internalisation by effectively doing her care plan analysis and this competence will be utilised consistently in the future. Dissemination and sharing experience to peers and co-students will be shown and become considerably evident forward the ability to teach others after sufficient experience.
I critically examine my potential and competence as learning to be a mentor used. In this technique, I created an efficient and personalised coaching and examining participated by my learner even though some accompanied barriers revealed. However, I'll need a range of experience and practice of my own learning and this will potentially give me a greater influence to my practice and will involve tightly being an effective mentor within my portion of practice.
My immediate strategies require analysing the philosophy of coaching and assessing in my section of practice; to examine each student's encounters while on position if necessary, will add the development of the teaching practice. In future, I am looking forward to improve as a mentor in practice through my own area, student responses and individual representation. Being truly a part of students' learning process is a great privilege, and I am getting excited about help in, guide, help and assist them to become a powerful individuals which will advantage her in the introduction of her potentials to be one of the future acquaintances.