In this essay, the author will discuss her role, responsibilities and accountability as a mentor and reflect on approaches that were used within the mentorship role to support and facilitate the student to achieve specified learning outcomes. As a registered Mental Health Nurse, the author has always enjoyed having nursing students on the ward whilst on placement and new employees that she has looked after and helped to grow professionally. According to Nursing and Midwifery council (NMC) (2007) as a registered nurse on the NMC register, one has a responsibility to facilitate nursing students and others to develop their competences. This also proposes that one has to keep their knowledge and skills up to date during their working life as …show more content…
The student mentored reported finding the team supportive and friendly. The student was supported and encouraged to attend and participate in multidisciplinary meetings, doctors’ ward round, and other various activities. Support is discussed by Bandura (1977) social learning theory which concluded that most learning occur as a result of observing a role model and copying them. The ward can be very busy and one can easily miss a learning opportunity. To get the student involved and maximise opportunities, at the start of shift, both the mentor and student looked at what was planned for the day and identified which activities the student would join in to meet objectives.
The student was advised to monitor her progress towards set goals and objectives. According to Aston and Hallam (2011), students should be in control of their own learning to become competent and acquire confidence. However, I was always aware of the learning opportunities available and made plans on how my student would access them. During the initial meeting my student had some goals that he could not achieve on our ward. Since I knew of other areas of the hospital he could meet them I liaise with other units and arrange for student to spent time there to acquire the required
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During the first meeting, the student had been informed that she would continuously be assessed in her practice and that the assessment would be direct or indirect. The student had also been assured that she would always have a qualified practitioner to support and supervise her as she was not accountable for his actions. As advised by the NMC (2008), mentors should assure students that they will always be allocated a competent practitioner advising them to work within their limits and accept their limitations. The student was given opportunity to work alongside other professionals and learn how the other professionals play a vital role in patient support and care. This ensured the student’s competence and reliability as feedback was given by other professionals which was to aid with the student’s
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
I presume the role transition from academic nursing student to Graduate Nurse will be challenging and rewarding. In their findings, the researchers Doody, Tuohy & Deasy (2012) stated that for a successful transition NGNs need to be competent in a range of domains: interpersonal skills, managing workloads, providing health information, communication, and prioritising care delivery. Although I believe I am competent in the above specified areas, I am still not confident that I would get sufficient support in the hospital environment in terms of knowledge sharing, moral support and being given constructive feedback. Constructive criticism increases confidence in the work role and reduces stress in an individual (Doody, Tuohy & Deasy, 2012). In my previous professional placements I have been able to demonstrate my competency to work in the healthcare environment. I have received positive feedback from placement educators, buddy nurses and patients. Despite being competent in a range of the above areas NGNs may still face transition shock.
...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.
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
I will provide a detailed critical analysis of the learning need and will reflect on the impact of the learning need on my professional development using the Johns model of structured reflection (Johns, 1995). I will then critically reflect and analyse how I met this practical learning need and how the change in practice relates to current, evidence based practice. I will continuously follow the Post-registration Education and Practice guidelines set by the Nursing and Midwifery Council (2011) and will also work in accordance with the NMC (2008) Code
This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
As Finkelman (2006) stated, “Mentoring, and important career development to that can be used by nurses any type of set or specialty, can be used to develop the critical leadership skills needed by nurses. All successful leaders have had mentors are our mentors” (Finkelman,2006, p. 390).
Pellatt, G. (2006). Nursing mentors. The role of mentors in supporting pre-registration nursing students. British Journal Of Nursing, 15(6), 336-340.
I have a lot to reflect on from my clinical practice this week: working with my client’s primary care giver, my client’s complex health experience and through acknowledgement of the areas of practice of where I am wanting to improve confidence in my skills as a nursing student as well as recognizing and acknowledging areas I have strength in. These two clinical days gave me experience that enabled me to step forward in understanding of collaboration with other health care providers, new ways of finding information, working with a more acute client and recognition of feelings that develop in situations where I am strengthen my skills, and where I am needing work on my confidence in my skills and abilities to communicate with different care
The discussions of French existentialist Simone de Beauvoir (1908-1986) in 'The Second Sex' (1949) laid the foundations that precipitated the Second-wave feminism movement, defining late-twentieth-century feminist thinking. 'The Second Sex' chronicles the patriarchal system as a social construct that subordinates women based on their biological differences from men. Though Beauvoir acknowledges the true biological differences separating the sexes, she argues that utilizing it as a means to determine the cultural, political, social and ideological aspects of society gave men the authority to assume control over women for past generations. Beauvoir's 'The Second Sex' suggests that different, and often contradictory, conceptions on the role of
In summary using those two different settings is so good in a way that they enhance and motivate the medical students, make them ready for practice, in addition it can influence their career choice in making them aware what kind of speciality they want to be in future. In fact classroom learning alone will not be enough to achieve the competence and the self confidence, teaching clinical skills at early stages during college will have a positive feedback and has potential benefits not only on the students but for other stakeholders.
As mentioned by Hunter and Arthur (2016), one of the main reasons I could maintain and improve my practice was due to clinical placements. During clinical placements we are frequently being assessed and taught in dealing with real situations. Feelings As learning is a lifelong process, I’m sure there are many things I need to improve and learn to better myself. However, the lessons I learned during the course as a nursing student shall always remain as a bedrock for my future development.
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.
The learning environment and practice placement I currently work in is a substance misuse service. The clinical learning environment is where students work directly with patients whilst enabling them to and are able to conductively learn. Burns and Patterson (2005) state it is the responsibility of higher education institutes in partnership with the NHS to prepare nurses to cope with the complex nature of clinical practice. In my opinion I believe mentors play a significant role in relation to the clinical learning environment, as mentors are who support the student during their placement. Students learn most effectively in the environments that facilitate learning by encouraging and supporting whilst also making them feel part of the team
The nurse educator project has been exciting and interesting, but has also brought some challenges. The first project I easily identified would be didactic, and I was grateful for the list of professors willing to be preceptors for this course. My background and experience led me to the leadership course with Dr. Jorgenson for the didactic project. She and I quickly scheduled a phone call to review the syllabus and time requirements for the project. When she and I spoke about the didactic project, she asked if I had planned my second project, and unfortunately at that point I had not been able to secure a preceptor.