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reflections on mentoring student nurse
reflections on mentoring student nurse
reflections on mentoring student nurse
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The Nursing and Midwifery Council (NMC) defines the role of a mentor as a nurse with specific training who is able to facilitate learning, and supports and supervises students in a practice setting (NMC 2008). Mentorship plays an integral part in the next generation of practitioners and nursing professionals play a vital role in guiding a process that allows the transference of knowledge, skills and attributes from healthcare professionals to the students they are working with (English National Board and Department of Health 2001).
This assignment will critically review the key issues for the preparation of an effective learning environment and appraise the opportunities and challenges experienced when facilitating learning in practice. It will analyse the mentors role and accountability within the assessment process, and the evaluation processes that develop student learning in practice.
The environment in which this assignment is set is a thirty bedded Acute Medical Ward, within the Department of Medicine for older people in an NHS teaching hospital. A mentors role in this clinical setting involves providing both formal and informal learning opportunities in supporting students, newly qualified nurses and Healthcare support workers. A strengths weaknesses opportunities and threats (SWOT) analysis of the clinical setting ( appendix1) highlights the complexities of this learning environment.
In recent years a great deal of emphasis has been placed on the clinical environment and its importance in the facilitation of learning, where students are most likely to be receptive to learning and nurses are able to combine the theory taught at university, with the practical skills required to become a competent practitioner. Pell...
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...oyal College of Nursing (RCN) (2007) Guidance for mentors of nursing students and midwives, London: Royal College of Nursing
Shakespeare, P. and Webb, C. (2008) 'Professional identity as a resource for talk: exploring the mentor-student relationship', Nursing Inquiry, 15 (4), pp 270-279
Sharples, K., Kelly, D. and Elcock, K. (2007) 'Supporting mentors in practice', Nursing Standard, 21 (39), pp 44-47
Spouse, J. (2008) 'Learning through legitimate peripheral participation', Nurse Education Today, 18 (5), pp 345-351
Tetheridge, J. (2010) 'Interviewing student and qualified nurses to find out what makes an effective mentor', Nursing Times, 106 (48), pp 19 – 21
Timmins, F. and Kaliszer, M. (2002) 'Aspects of nurse education programmes that frequently cause stress to nursing students – fact finding sample survey', Nurse Education Today, 22, pp 203-211
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
The class was provided with an opportunity to participate in a field study observing a registered nurse in a practical setting. The objective was to experience and gain knowledge of different settings and roles a registered nurse can practice in. During the field experience I observed a registered nurse, L. Judd, at Mount Royal University (MRU). L. Judd is currently the Chair of the Bachelor of Nursing program, and has been involved in nursing education at both MRU and McMaster University. In addition to her experience in curriculum development, L. Judd practiced in a clinical setting for ten years in intensive care and surgical units prior to her transition into a nurse educator role. Observations of L. Judd’s practice took place in a boardroom at MRU during an International Directors Working Group committee meeting. Faculty and students were working on establishing a philosophy statement regarding global health for future international education related opportunities. In attendance were six nursing faculty members, three students in the Bachelor of Nursing program and the Chair, L. Judd. Throughout the meeting I determined two domains of practice: education and administration, as well as three quality characteristics that L. Judd demonstrated as a professional and competent nurse: knowledge, leadership and collaboration which make great contribution to her impact on the health care system and the individuals she cares for.
Senior nursing students will complete a QSEN weekly clinical journal requirement learn how to self-assess their progress toward demonstrating these nationally-based competencies. The students will select a different competency each week to address and discuss how they applied that competency to patient care or how they hope to better achieve that competency as a graduate nurse. By the end of the clinical rotation each student will have had a chance to focus on each of the six QSEN competencies: patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and informatics. The students’ reflection on their clinical experiences each week will teach them how to integrate the core competencies required before graduation. According to Use of self-evaluative practices puts the power back upon the student to direct and think critically about their learning (Dickensen, 2015). Demonstrating these competencies supports safety and excellence in clinical practice (QSEN,
...ves with practice, it is important for students to gain knowledge about the skill and use them when on clinical placements. Learning these skills will also prepare the student nurses in future to delegate task when they qualify and become RN’s. In relation to my nursing practice, when I become a registered nurse, I will assist student nurses in their career by delegating tasks to them that are within their level of competence as well as making sure that all tasks assigned to them are duly supervised and follow up on the delegated task. I will encourage them to seek clarification where necessay. Providing feedback and praising them for work well done is another thing I would bring into my practice. I will equally inform them through feedback of any task which did not work well and show them areas where they need to improve upon.
Twibell and Pierre explain why mentoring residency programs play a huge role in employee retention rates. Mentors rather than preceptors are investing in new grad nurses for longer than just a few months. NGNs are receiving constructive criticism from their mentors and serve as mediators between workplace issues. High levels of anxiety are reported in the first few weeks of employment, but with mentors there to have a caring attitude, the levels of anxiety can be greatly decreased and learning can be much easier facilitated (2012).
This assignment will be based on continual professional development and will aim to identify a learning need encountered in my previous clinical placement. Through reflecting on my previous placement, I have identified that my lack of knowledge and organisation skills have impacted on my confidence and ability to hand over to qualified nurses. Therefore, the learning need I have identified involves improving my confidence, knowledge and organisation skills, in communication handover with qualified nurses.
Blais, Kathleen, and Janice S. Hayes.Professional nursing practice: concepts and perspectives. 6th ed. Boston: Pearson, 2011. http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No2-May-2012/The-New-Millennium-Evolving-and-Emerging-Nursing-Roles.html
The registered nurses, selected to be mentors are the more experience, knowledgeable and will support and nurture the new grad. These Mentors are the individuals that tell the new nurse what she needs to know and will show her ways to accomplish her goals successfully and expose them to opportunities to learn new things. The nur...
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
In this paper I will discuss how preceptors and educational leaders have contributed to my nursing career and many others. The mentors who have the most influence on nurses are those that stick with the nurses and help give them the motivation they need to move through obstacles. In the first few paragraphs, I will discuss my personal experience with a mentor and the characteristics they possessed that were beneficial to me. Mentors have become a great influence in my career and many others. In the last section of this paper, I will discuss some of my personal experiences in example and support why I value the characteristics by referring back to peer reviewed articles. Preceptors are essential and irreplaceable in the nursing profession and in this paper will describe how they are active in every nurse’s life and profession.
Masters, K. (2012). Chapter 2: Framework for Professional Nursing. Nursing Theories: A Framework for Professional Practice (56, 57). Sudbury, MA: Jones & Bartlett Learning.
“Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors” (Geinare, p. 7, 2012). Staying up with current practices and the evolving changes in health care there will always be opportunities to learn and to grown both professionally and personally. It is essential for nurses to maintain their competences within the basics of nurses as well as their specialty. Maintaining flexibility in the approach to teach others such as students, peers, and other clinical staff educators must meet the diverse needs to accommodate everyone. Within the past four years I have be able to accomplish goals that felt impossible to reach. Keeping positive people, a good attitude, and believe in myself have all contributes to my success which I will continue over the course of my career as a Nurse Educator. I foresee a bright future for myself and have shared wit you on how I plan to achieve my short terms goals as well as long term
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
Bandura states that people do not need to experience things directly to learn and that substantial learning happens by observing other people’s behaviour and what happens to them. Learning can be seen as a social process and other individuals provide compelling examples for how to act feel and think. The principle of Role Modelling is to enable the student to observe a well-trained nurse work and therefore allows the student to foster the professional role. This does not only involve the learning of clinical skills but learning about professional attitudes and interactions with patients and other members of healthcare staff (Quinn 1991). For this theory Role Modelling is a central concept and as an example a nurse with little experience would usually be mentored by a nurse with more experience who shows desirable behaviours and professional attitudes.
Blais, K., & Hayes, J. S.(2011). Professional nursing practice: Concepts and perspectives (6th ed.). Boston, MA: Pearson.