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A critical analysis report on mentoring
Overview of mentoring
The discipline of mentoring
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Mentorship is an integral part of nursing profession as qualified nurse have the responsibility of supporting and developing future nurses (Hodges, 2009). Hence, this essay will discuss Strategies a mentor can implement to support an underperforming learner in a practice environment. Mentorship is essential in the training and development of nursing student. This will explore how a mentor can identify underperforming learner, evaluate mentors interventions and discuss accountability in relation to decision making to the learners achievements.
Nurse mentors are the gatekeeper to their profession and are accountable for protecting the public as well as responsible for supporting and assessing student nurses when on clinical placement (Nursing and Midwifery Council (NMC), 2008). In (2003), Duffy identified that mentors are failing to address relating issues to assessing and decision making to fail an underperforming student. Although these difficulties are linked with the mentors personal feeling and opinion of the student nurse, which highlighting emotional challenges experienced by mentors
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This process can be challenging for mentors and student hence it is beneficial to involve practice teacher and education tutor in order to formulate a remedial action plan that is SMART ( specific, measurable, achievable, realistic and timely) (Vinales, 2015). This approach will identify to the student area for development, what needs to be demonstrated, how this can be demonstrated and a review date in line with the NMC (2008) standards to supporting learning and assessment. On review, students’ achievement will be evident on reflection on action plan, student feedback on performance assessing and questioning the student (Vinales,
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,
Through the utilisation of the accompanying text, I aim to discuss and reflect upon one person’s care, to which I have had previous involvement. Using the perspectives set out by Chapelhow et al (2005), I aim to gain a broader outlook on what is expected of me as a Student Nurse. Chapelhow et al (2005) has identified six skills that they feel are required of every Health Care Practitioner. These skills are defined as ‘enablers’ as they are fundamental skills that provide the means for expert professional practice (Chapelhow et al 2005). Although there are six skills outlined, I will only be using two of them to analyse the care I provided. I have chosen to use communication and risk management as my two enablers.
Although I believe I am competent in the above specified areas, I am still not confident that I will 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.
Nurses are able to reflect upon their past experiences of work and build and improve this ensuring their level of competence and skills is in line with NMC guidelines. Improving the quality of care provided to patients is an ongoing process and requires practitioners to contently reflect and improve their practice. (Howatson-Jones, 2013) One way in which reflection can improve the quality of care is through the use of professional supervision, as stated by (Daly, Speedy and Jackson, 2014) a focus for supervision should be enhancing a nurse’s skills and ability to reflect on practice. It should reflect on the standard of care provided and highlight areas for improvement such as further training. This, in turn, leads to a greater self-awareness of practitioners’ own abilities. The process is not about finding faults, but to improve and learn to ensure the quality of care is high and professional for all patients. Being self-aware is a skill important to reflection and the provision of quality of
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
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).
As we begin our nursing career, it is vital to have an experienced preceptor to guide a new graduate nurse to becoming an accomplished and knowledgeable nurse. It just doesn’t take experience to make a good nurse preceptor but one that possesses qualities such as being patient, knowledgeable, give constructive feedback, and able to be a supportive role model. As stated by Korzon and Trimmer, “A supportive preceptorship relationship is a well-established primary support mechanism aimed at the successful integration of new nurse” (p.14). This statement doesn’t only apply to new nurses but nurses that are joining a new organization or a nursing specialty.
It is a useful approach for new nurses as it provides them with effective and systematic support in the nursing practice, facilitates their professional development, and enhances the coordination of care within the unique context of general practice. I do believe that in any organization a new employee need to be familiar with company vision and identity. Through careful mentoring the new nurses or employee will understand the basic principle the organization.it has been proven that when you are careful and successful Mentoring new nurses it increase they skills, confidence, decision making , reduce stress and anxiety levels (Zhang 2016, Edwards
Pellatt, G. (2006). Nursing mentors. The role of mentors in supporting pre-registration nursing students. British Journal Of Nursing, 15(6), 336-340.
The transition from student to a qualified nurse can be a stressful and overwhelming ex-perience for many newly qualified nurses. This opinion is widely upheld throughout the literature with Higgins et al (2010) maintaining that many of the problems experienced are due to lack of support during this initial transition and a period of preceptorship would be invaluable.
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.
Initially I thought that nursing was a career that can be taught. I felt nursing was only science and once you had mastered the science of nursing you could become a competent nurse. Since fall my view of the profession has changed drastically, I am starting to realize and appreciate the uniqueness of each quality that develops the art of nursing. For instance, I thought nursing knowledge was limited, once you have graduated nursing school you would have gained all the knowledge necessary. I now realize that knowledge does not only come from books but also from experience. With accountability, it is important for me to be able to admit to my mistakes. When I admit to my mistakes I grow as a nurse and as a person as I am able to learn from my mistakes. When being an advocate for my patients, I must not allow my own biases to interfere. I have to acknowledge my own biases so that I do not neglect care for my patients or make biased assumptions about patients rather than advocating for their needs. I always thought that sympathy is a universal value in nursing but rather empathy is. As a nurse I must understand the patient’s situation in order to be efficient rather than being sensitive to their situation. I also realize that it is very important for nurses to be adaptable as they face different and unique situations every day. I have concluded that a nurse is never done
I work with high school students on Saturdays trying to educate them more on different scientific concepts like heart anatomy or blood typing. I have gone a step further in this activity by mentoring an 11th grade student. This one-on-one mentoring allows me to establish a more personal rapport with my mentee. I encourage him to go onto college, tutor him with his ACT/SAT, and talk to him about ways that he can grow as a human being within his own community. His dream is to become a pediatrician, so I keep him updated on my progress through the pre-medical education process. I talk to him about the mistakes I have made going through college, hoping he will not make the same mistakes.
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.
Nurses critically think when they are assessing a patient and have to make a clinical decision of what they assessed. A new nurse will become a better nurse when he or she is working in the field; they will learn different things once they are growing in their career. With nursing sometimes one has to expect the unexpected. However, as a nurse she must be ready for whatever comes her way. It is always ok to ask a mentor nurse for help if one is not sure about something that is how she will become a better nurse. So the real question is what is nursing and what is