A Critical Analysis of how mentors can facilitate learning within the practice setting.
In this essay, the writer will critically debate the role that mentors have in identifying and facilitating students specific needs using tools as the three interviews, teaching methods, assessment and various other strategies to help learners to gain clinical skills, knowledge and build up confidence. It will analyse the mentor importance on a nursing student's pathway, but also will discuss the significant role and obligation that others registered practitioners have in facilitating students' competence development, as the Nursing and Midwifery Council (NMC) code of conduct reminds us (NMC, 2008).
Circumstances that could influence students' learning,
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Mentorship has his origins far away back in the history, and in time the concept of mentor developed, but within healthcare and social care, mentorship is not classic mentoring as Kilgallon, K. and Thompson, J.(2012 ) underpinned in Mentoring in nursing and healthcare. Classic mentoring, as we can find it in other professional workplaces is when the student can choose his mentor, and they develop a relationship over an extended period.Instead, in healthcare and social care, the mentor is allocated to the learner, which will have different mentors for each practice area and the relationship often finishes after student placement ends. Nevertheless, the writer recognises that in healthcare the relationship between the mentor and student sometimes continued for a long term after the learner placement concluded, and Price (2005) has underpinned that end of the mentorship doesn't necessarily mean the end of the rapport. Moreover, the writer ascertained how important is for the mentor and student to establish a good relationship from the onset, based on trust and respect as we can discover underpinned in the Standards to Support Learning and Assessment in Practice (NMC, …show more content…
The writer has found challenging, engaging in the learning contract as this requires time, which sometimes can be difficult to find in an already busy practice setting. However, the learning contract demonstrated to be precious as it provided the mentor with a step-by-step guide to follow throughout the process. Gaberson. K. and Oermann, M. (2010) define mentoring as 'clinical teaching' which is described as a complex process as the students have not only to learn but to apply what they have studied in the classroom and other experiences in a practice setting.
As part of the learning contract, the mentor has to set up a teaching session for which, first, he has to identify the student needs, level of experience, learning style and to agree with the learner on a topic, as underlined in Gaberson, K. and Oermann, M. (2010) Clinical teaching strategies for
The skills acquisition concept poses a backwards movement in progress. The competent nurse in this case steps backward down the ladder to the novice level as an NP. Moreover, learning new skills, knowledge, and methods of treatment may technically be a step forward in a person’s career, but it is a step backwards in confidence and experience. The transition theory suggests transition as a never-ending process. The success of this course depends on a person’s support system and methods for coping. The transition theory has three stages: moving in, moving through and moving out. The moving in stage would be entering graduate education. Moving through is the process of completing classes and clinical time. The final stage, moving out, is beginning the first position as an NP. Successfully transitioning through these stages is heavily reliant on support, self-awareness and coping mechanisms. For instance, failure to begin the transition phase in graduate school is a prediction of the inability to properly shift into the role of NP (Poronsky,
Transitioning from academic nursing student to Registered Nurse/New Graduate Nurse (NGN) within the healthcare environment is a challenging task for many NGNs. They may encounter a number of challenges, such as the following: transition shock, professional isolation, lack of clinical experience, stress, lack of a support network and cultural incompetence. At the end, this essay will discuss the rationale for developing my two most important goals for the next twelve months.
...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
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.
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
Reflective Practice is a continuous action that directly affects anyone who is a practitioner. Jasper (2006, p. 53) stated that the benefits to the profession are the development of the nursing knowledge base and the recognition that nurses are contributing to both patient care and improved practice. Further, Jasper (2006, p. 43) explains that Reflective Practice is the foundation upon which reflection and reflective learning are based.
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
“YOU’RE ALL CLOWNS” Randy Schullo exclaimed. Randy was very mad at the fact that all of his students were sitting in the lounge, not getting work done. This had been the most intense yelling Mr. Shullo had done since I had been in his class. He had not been happy before this incident either. I was moved up to the front of the class because Jacob Resnick had talked to me in class.
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
Help improved my clinical skills and professional development, made me proactive and thus have learnt that reflection is an important tool for student nurse to improve on their practice.
Knowledge and practice issues have a long-standing history in nurse education and are a continuous source of controversy to which there is no easy or perfect solution (Hewison, A & Wildman, S., 1996). This tension between theory and practice and research which can be usefully exploited in teaching and research (Rafferty, Allcock, & Lathlean, 1996). Emphasizing the importance of the issue (Rolfe, 2003), states that the theory-practice gap is felt most acutely by student nurses. The student may find themselves torn between the demands of their tutor and the practicing nurses. They are faced with real clinical situations in which they are unable to generalize from what they have learned in theory. This gap creates the biggest challenge for most of the new graduate. If we don’t step up and fix this problem of the theory-practice difference, it can cause a huge problem because the principles of practice established in curricula are not well aligned with the principles operating in the workplace. If this problem is not deeply addressed, it may be another factor on why new nurses are leaving the practice