We accept

Reflective Nursing: Nursing Mentorship

The goal of this task is to demonstrate that I can through critical reflection, evaluate my performance as a coach to a student nurse I have been dealing with on the ward.

According to the Medical and Midwifery Council (NMC) (2006) the word mentor is employed to denote the role of any registered nurse who facilitates learning and supervises and assesses students in the practice place. They furthermore identify the eight necessary standards that must definitely be achieved to become mentor, and within the task I will be discussing the Standards to Support Learning and Evaluation in Practice; NMC specifications for mentors, practice instructors and professors, and identifying the standards for mentors required (SM).

This assignment will first look at the personal and professional explanations why I wanted to attempt the mentorship component. It will discuss the value of an supportive learning environment in the workplace, and exactly how essential it is. My role as a mentor to a nursing university student will be assessed, looking at how I backed her on the ward and how I facilitated this. In conclusion, I am going to identify my very own personal development in undertaking and completing this component.

As a registered nurse on a busy Paediatric ward I always enjoy supporting scholar nurses whilst they are on placement around. There can be an apparent scarcity of competent mentors on the ward, and in my previous personal development review with my collection manager I discovered a need to attain the mentorship qualification. The Medical and Midwifery Council (NMC) (2004) areas, that as a rn, you must keep your knowledge and skills up-to-date during your working life. You also have a duty to facilitate nursing students and more to build up their competence. According at hand (2006), teaching is seen as an important area of the health professional's role, and sooner or later in their job, members of most healthcare professions are anticipated to teach other personnel, students, patients and family members. Therefore, the standard of teachers and mentors available in the practice place will have a significant impact on the grade of future practitioners, subsequently making a noticable difference in patient care. Most students and many experts note that learning purchased from location experience is much more important and relevant than that acquired in the lecture room (Quinn 2000).

To ensure any learner has a positive learning experience it is vital that the learning environment is basically, properly, and psychologically supportive to all or any who work and find out within it. Clarke et al. (2003) records that current nurse education puts a higher value on learning in the specialized medical environment and this places numerous needs on scientific areas and personnel. The quality of these specialized medical placements has a substantial influence on the learning process for nursing students. The ward on which I work seeks to foster a good all-round learning experience to students on position even as are fortunate to be always a well resourced ward with many experienced staff. Although were an extremely busy ward, students are favorably received and supported well, the majority wishing to use us once qualified.

On commencement of the mentorship module it was found that there have been no students or learners open to me initially so the span of time for my amount of mentoring for the intended purpose of the task was limited by just one month. I got however, able to identify my own clinical coach on the ward, and after research of my own talents, weaknesses, opportunities and threats (SWOT) I chosen my short and long-term goals and established a learning agreement with my coach in readiness for the allocation of students. Jasper (2003) regards SWOT research as getting to know yourself. The understanding of our skills and abilities and the awareness of where our boundaries lie sometimes appears as essential to being able to act as a professional practitioner.

I was finally allocated an initial 12 months child branch university student, and was educated by the matron that this would be her first professional medical placement. It was important to learn where she is at her training for me to plan adequately when supporting her on the ward. A commonly used taxonomy in nurse education is the framework by Benner (2001) where there are five levels; novice, beginner, competent, proficient, and expert. Benner (2001) suggests that nurses may be at different levels in different areas dependent on their previous encounters.

It was regrettable that I was not able to use her on her behalf first shift when i was finishing the nightshift as she was starting with the dayshift. I did however welcome her to the ward and orientated her to it, ensuring she recognized who she'd be working with on her behalf first ever medical transfer. Davidson (2005) notes that students can be made to feel pleasant by someone simply knowing their name and being expected. He also records that a physical tour is an excellent start. This enables for brief introductions to other personnel that the university student will be working with. On this preliminary appointment I also gave her the ward's learner nurse orientation/resource pack. This provided her with basic information about the ward and the various teams and personnel within it, this was to give a good introduction in to the environment that she'd be learning in during her location.

Two days after she begun, we had our first scientific shift together. I got pleased to notice that she experienced found other members of personnel supportive during her first two times on the ward. Cahill (1996) acknowledges that the one most crucial element in building a positive learning environment is the relationship between personnel and nursing students. She also records that a common problem for students is that they are struggling to work regularly with the mentor, therefore i took this possibility to discuss and plan her off-duty taking into account any demands she experienced. Kenworthy and Nicklin (2000) remark that the more comfortable and safe students feels within the surroundings, the much more likely it is that effective learning will need place and the learner will become motivated to learn. I used to be also in a position to discuss the training pack which I had previously given her and she recognized that it were very helpful. Morton-Cooper and Palmer (2000) state that although, used the mentor operates as a learning tool, it is necessary for the scholar to be self directed in the introduction of their learning needs.

An important part of her positioning was to establish a learning agreement with myself as her clinical mentor. A learning agreement is a report used to aid in the look of the learning project. It is a written arrangement negotiated between the learner and the coach where learning needs are discovered (Lowry 1997). To carry out this efficiently we needed to identify her learning targets which included the learning benefits of the modules to be assessed used. As this was her first attempt to establish a learning agreement it was very important to me to support her through the process. Twentyman et al (2006) discuss helped learning where in fact the coach asks the student to recognize their goals and aim to secure learning opportunities that support the achievements. Jackson and Mannix (2001) remember that amount of interest the nurse shows in the training needs of the university student and the main element role he or she performs in their success are crucial to the student's development.

During the shifts which i worked with her we discussed her required learning effects and during one of our own formal meetings we decided her learning contract. In this particular learning agreement she had discovered that she needed to develop her consciousness in the safe use of medical equipment applied to the ward and the principles regarding using these. Quinn (2000a) remarks that it is important to have knowledge of the student's program and the required outcomes to be able to ensure effective learning.

After discussion with her it was chosen that a coaching session encompassing the safe use of blood sugar monitoring equipment would be of benefit to her, as it was a procedure that was often required on the ward. It could cover one of her learning final results, and I agreed to accomplish this. Wallace (2003) notes, that it's important to lessen the probability of exposing pupil or patient to any risk, until the student has bought sufficient skill and knowledge when carrying out a practical method. The need for assessment by way of a mentor is therefore crucial to ensure students become experienced in useful skills. The commonly kept concept that accountability comes from training and education, is evident within the scholar nurse role. According to Pennels (1997) if accountability includes knowledge, students are rightfully guarded from full accountability until trained. Although in charge of their actions their knowledge basic may be limited to allow accountability. Therefore, professional accountability is placed with the registered nurse that a scholar nurse works with. It was reassuring for me personally that she and I acquired quickly developed a highly effective working relationship where I had self-assurance in her potential to always ask if she became unsure about a situation. She appeared to fully understand her role as students nurse as identified in the NMC guide for students of medical and midwifery (NMC 2006a).

Before embarking on any programme of teaching it's important to recognise that we now have different learning ideas and styles to consider. Reece and Walker (2003) declare that there is a great deal written about just how people learn and numerous ideas on the techniques to instruct effectively or guide people in learning. They discuss that the primary learning ideas are Behaviourism, Cognitivism and Humanism.

According to the Behaviourism theory (Skinner 1974), the training environment is important to learning, of course, if this environment is right, learning occurs as links are made between stimulus and response, and response and encouragement (cited by Quinn, 2000a). The Cognitive theory (Bruner 1966) considers learning as an interior process which involves higher order mental activities such as recollection, thinking, problem-solving, understanding and reasoning (cited yourself, 2006). The Humanistic learning theory (Maslow 1968) is dependant on the fact that humans have two basic needs, a need for development and a dependence on positive respect by others. It is viewed as the most all natural approach as it takes into account the drive and desire of a person to learn. Reece and Walker (2003) claim that this theory also is determined by the overall impact of the surroundings which may prevent or aid the learning process.

Honey and Mumford (1992) discuss four different learning styles, and whenever possible, it is important to permit the student's own style to effect the selection of teaching method. They summarize learners as activists, pragmatists, theorists or reflectors. They further remember that although many people were a mixture they often had a desire for just one style.

To ensure her learning experience on the ward was successful it was very important to me as her coach to be aware of her preferred learning style as medical education is an essential part of the nursing curriculum. Through the shifts that I had caused her, and with talk it was set up that she preferred a more practical experience therefore she favoured a pragmatist method of learning. I therefore incorporated her preferred learning style into my planned teaching time.

To enable an effective teaching session to occur, I as the facilitator had a need to select an appropriate environment that was safe, clean, private and comfortable. It was also important that my learner, professional medical mentor and myself were guaranteed time free from interruptions. The SWOT research that I had completed possessed highlighted the down sides on the ward often found when coaching sessions were cancelled due to personnel being too active to attend. I therefore negotiated beforehand secured time for all parties because of this facilitation of learning and evaluation. Davison (2005) records that mentors need to plan ahead as good planning can ease the experience for all celebrations. Watson (1999) also states that if coaching opportunities for students are to be meaningful and beneficial, planning is an important area of the mentor's role. Although I thought I had founded a good relationship with her since she had been dealing with me, it was very important to me as her mentor to understand learner stress and anxiety as discussed by Price (2005). Panic is seen as disabling and requires mentor support if improvement is to be made when learning in practice. Good communication skills are paramount when mentoring students, and diplomacy and tact must be used when students need extra help in challenging situations. It is also worth noting that as a mentor with good communication and useful skills facilitating a planned teaching time, I still experienced some stress. Price (2005) notes this often happens when your practice is being held up as exemplary and your knowledge may be tested later.

On reflection I experienced the teaching session achieved all the goals place, and she could demonstrate this if you ask me in both verbal reviews and the home examination sheet provided. I also received positive verbal and written responses from my professional medical mentor. McAllister et al (1997) suggest the motive of supplying positive opinions is to aid the device when growing their professional medical and social skills. Reflective practice in nursing has been urged since the 1980's (Jasper 2003). Johns (1995) identifies the process of reflection as a tool we use to determine, understand and learn through our lived experience. Jasper (2003) also acknowledges that reflective practice sometimes appears as one of the ways we can study from our encounters, and in education for healthcare occupations it is recognized as an essential tool for supporting students to make the links between theory and practice. As an effective mentor it is important for me to comprehend the value of promoting her in critically reflecting after her learning experience in order that her future learning can be improved, and when dealing with her I've actively motivated her to take action.

In finish, through undertaking and doing this module, I've developed an advanced knowledge and critical awareness of mentorship in health care practice. I have already been encouraged to look at my very own practice, making certain it is data based at all times, thus permitting me to fully support students in applying evidence base with their own practice. Research into the learning environment has clearly shown the impact it can have on pupil learning and I intend to ensure that the ward resources are placed up to date for any learners. The exploration of learning ideas and styles within the module has allowed me to acquire valuable understanding of the philosophies and theories surrounding learning, teaching and assessing so when planning learning experiences for students I now feel more prepared to combine theory into practice. Additionally it is important that once becoming a qualified coach I attend the regular improvements provided by the school, as the role of the mentor will be seen as the gate keeper to the occupation. This will in turn permit me to coach students more effectively on the ward as the importance of the mentor's role in evaluating practice can't be over-emphasised.

More than 7 000 students trust us to do their work
90% of customers place more than 5 orders with us
Special price $5 /page
Check the price
for your assignment