Preparation for Nursing Mentorship

Preparation for Nursing MentorshipName W. EffahDomain 2 of the NMC (2008) Standards for skill and sagaciousness in apply asks wise mans to Facilitate larn for a range of school-age childs, within a particular line of business of execute where appropriate, encouraging self-management of curbing opportunities and providing support to maximise individual potential.Supervision and supporting the learning of bookman take fors in clinical placement has been the professional obligation and central constituent of Nursing and Midwifery Council (NMC) registered nurses.In this essay many issues ar broached, overdue to the limitations of space and atomic number 18 treated comprehensively. It is anticipated that the reader forget appreciate the magnitude of the effort of NMC registered nurses to facilitate the learning of a range of students in clinical practice. The legal brief of the essay testament use the decisive and systematic approach to consider how mentors facilitate the learning of a range of students in clinical practice in selecting appropriate learning opportunities to meet individual needs. In attachment, it will consider how students dope be back up to vituperatively resound upon their learning experiences in entrap to enhance emerging learning. With the relevant literature, it will appraise the learning needs of students and the provision of a widely range of support to maximize the individual potential. The challenges of mentoring students in clinical environment will be similarly analysed. Finally, all the relevant evidences will be compared and contrasted and own suggestions made with examples in practice where appropriate.The NMC (2008) describes a mentor as a facilitator, an assessor and a supervisor of students in clinical practice. To Stenfors-Hayes T. et al(2011), a mentor is anyone who shares what it manner to be a nurse, who can answer questions and give advice and finally one who listens and stimulates notice. However, from a come off of C havean and Watts(2012) a mentor goes far beyond the explanation above and not only advises and assesses, but in addition delineates and ultimately acts as spot model.Due to the wide range of students and the level of knowledge, mentors play an distinguished agency in supporting students to learn from the experiences they meet during their clinical placement. Consequently, it is for mentors to select the appropriate learning opportunities that are accessible and can be utilised by a range of students.(NMC2008)According to Levett-Jones and Bourgeois(2012) it is significant for mentors to know what level the student is primeval on in the placement to enable them know their level of competence. Hence, Clarke at al( 2002) suggested that, students should be allowed and back up to self- appraise their competence prior to placement. Walsh(2010) added that regardless of the stage or year a student is, they may vary extremely in their levels of competence. In p ractice there were two students, one straight out(a) of school and an early(a) student with care work experience. It is noted that the level of concord in clinical practice was incompatible. In order to enhance their knowledge two different approaches are needed to mentor them. This was stressed by Walsh(2010)that, the disposition of the students level of competence is more vital as they advance in the course of their training as mentors can allocate them to perform more tasks.An important skill for students is self-assertion and students who need self-confidences as learners hardly discover success. The lack of self-confidence may be due to the lack the opportunities to develop self-direction. (Myers and Anderson,2012). Cash(2011) added that some students are over confident and have flight idea regarding their own levels of competence and a mentor should be wary of that. The role of the mentor is to Garvey et al(2009), the facilitating learners to develop their self confidenc e, independence and maturity. This is supported by Rogers 10 principles of adult learning (1983) cited in Jaques and Salmon(2007), that mentors can facilitate in the learning when they permit students participate responsibly in the learning process actively thereby enabling them to build self-confidence. In addition self-initiated learning, independence, creativity, self-reliance, self-criticism and self-evaluation are very important in facilitating the learning of the students.NMC(2008) stated that a conducive learning environment with the appropriate professional and inter professionals, can be valued in a interoperable way to enhance and support the learning outcomes for students. From the classic surveys in the 1980s, a dominant factor of the learning environment is the qualified staff as well as the role of a ward manager. not only do they provide a good learning structure and have an important payoff on learning environment but can serve as role-models for clinical practice .(Quinn, 2007)However, Stuart(2007) stated that due to the frequent inter saves and activities, the clinical environment is regularly noisy which makes the clinical environment unpredictable and unstable. Stuart(2013) added that most learners will perceive the clinical area as a fear-provoking area which may limit their learning. A domain by Phillips(2007) stated that the term scary, frightening, terrified and anxious were used to describe their early days in practice placement.Wilkes (2006) argued that, the abilities, qualities and attitudes of individual mentors are more essential than the learning environment whilst, Quinn (2007) underline that students are responsible for their own learning outcomes from an environment and they are not there just to observe.Finally, learners learn in different ways. Individuals will have a dominant learning style, either visual, auditory or kinesthetic. In addition to the dominant learning style, there is often a preferred mix of different lea rning styles. Research shows that an average of 60-72% of adults are visual learners, 12-18% are auditory learners 18-30% kinaesthetic. It is therefore the role of the mentors to chance upon the dominant learning style of the students. (Britton , 2010). As 60% of adult learners have preference for visual learning, it intend that mentors can support them with flip charts and things they can see.In order to enhance approaching learning of students in clinical practice, the NMC (2008) standards for learning and assessment require mentors to support students to reflect upon their learning experiences.Howatson-Jones(2013), stressed that it is important for the tyro practitioner to develop an understanding of their role and support the learning of in the altogether skills by reflection. To do so reflection can occur within the experience or by looking back at the experience. In addition OCarrol and Park(2007), mentioned that, nurses as well students can reflect in different ways at di fferent meters. When working with a service user, students can reflect to their mentors on what is happening between them (reflection-in-action). It is also possible to reflect on the same interaction after what has happened (reflection-on-action). For the Gibbs(1988) reflective cycle is to describe what happened, impressionings, evaluation, description and action plan. On 5 cue questions, caper (1995) cycle enables students to break down their practice and littlely reflect on the process and outcomes.(Driscoll,2007)Driscolls What? model (2000) structured reflection describes the import, an analysis of the event, proposed actions following the event, actioning the new learning from that experience in clinical practice and experience practice environment.(Driscoll,2007)For Walsh(2010), it is important for nurses to adopt the action research model that was originally developed by Kurst Lewin(1946). It is cycle of activities with ongoing evaluation and improvement. The key stages are for nurses to reflect upon what is happening, explain what is happening, extend out a literature research, plan a variety show, implement it, observe, evaluate its results, amend the plan and repeat the cycle.Hinchliff et al(2008) emphasised that, the core of professional nurse practice is reflection and is a skill that may develop with experience like clinical skills, which needs to be practised and learned. To them critical reflection is looking at the individual clinical practice. It considers how the individual will act in an event and evaluate his performance against what the real situation would have been. Johns(2000) added that the practitioner can see critical reflection as a window where he can focus on his lived experience which can assistance him to deal with, identify and work to resolve the contradictions in his practice involving what is desirable and actual clinical practice. gaberdine et al(2006) is of the fit that critical reflection is a process by which practitioners identify the assumptions central to their practice, locate the historic and cultural source of these assumptions, question the meaning of the assumptions and develop alternative ways of acting. On the other hand Hinchliff et al(2008), is of the view that, critical reflection is cognitive, emotional and experiential of assumptions embedded in actions or experience. It is a review and re-evaluation of events and reworking of concepts and practice, based on this evaluation.Subsequently, Driscoll(2007) reinforces this, by emphasising that, critical reflection provides a mechanism for mentors to support and guide students and gives the prospect to stimulate new ideas and thinking.Therefore the role of the mentor is to provide support for the students to reflect on their practice and to give constructive feed back.(Howatson-Jones, 2013).As advocated by LevettJones et al(2009) students on clinical placement are encouraged by the writer and other professionals to critically r eflect on their experiences. Students are supported to critically reflect on their practice using any of the reflective models that best suits them and provided with a constructive feedback on their performance. This enhances their person-to-person and clinical development in the delivery of high quality care. According to Walsh(2010), mentors that implement reflection in their practice will be a source of inspiration for student nurses. Furthermore, feedback is part of a valuable learning and is so essential not only for students in practice but also other professionals. It helps the students by offering them a comprehensible direction on how to improve their practice.(Howatson-Jones, 2013)Hinchliff et al(2008) argued that a challenge to critical reflection is that, it is always difficult to analyse ones own event and would benefit from anothers expertise or viewpoint. So it is important for nurses to support students on placement and to critically reflect. OCarrol and Park(2007 ), is of the view that listening, empathy, assertiveness and managing change are additional skills that are essential for reflection.One of the disadvantages of reflection according to Walsh(2010) is the doubling of staff time and that mentors and students may reflect differently since they are not one and the same person. Furthermore, as mentors assume the role of the expert in demonstrating skills, there is a risk of feeling uncomfortable, thinking their weaknesses may be exposed. However, Howatson-Jones(2013 ), without critical reflection, nurses cannot not deliver high quality care and is a source of inspiration for students in their future clinical practice. Furthermore, when reflection takes place it enables not only the development of knowledge by the student nurses root word clinical practice but also its articulation by qualified nurses.(Elder et al, 2011)As set by the NMC(2008) code of conduct nurses have a professional duty to facilitate students and others to develop th eir competence. However, Stuart(2013) stressed that clinical practice assessment is challenging and time consuming and carries with and the burden of responsibility and answerable. In addition, they face the study of the day-to-day clinical workload with the additional role and obligation as a mentor. Furthermore, some mentors feel not recognised and rewarded for taking additional roles. (Bray and Nettleton, 2007). In Walsh(2010) opinion, mentoring is by no means a one-way-traffic. It brings with it increase professional role, being updated by and learning from the student, developing teaching skills, adding to personal profile and increased self-esteem.Mentors are hesitant to exit students due to the fear of more documentation, the university overturning the fail and dealing with disputes.(Stuart, 2013). Abbot(2009) emphasised that the relationship make between the mentor and the student may affect the ability to conduct an objective assessment and fail a student. Kinnell and Hu ghes(2010) added that, the relationship between the student and the mentor to be successful depends on each respecting and understanding the other. For Casey and Clark(2011) the relationship should be a professional one and that there should be clear boundaries from the start of the placement. Mentors, for this purpose, should strike out their association from that of a friend. By doing this, there would be balance which would give the mentor the opportunity to carry out appropriate evaluation and feedback. Furthermore, mentors should be given support by ward managers and other professionals in mentoring students.(ODriscoll et al, 2010).This essay has attempted to explore how mentors can facilitate the learning for a range of students, within the writers practice area. In doing so, it is realised that the benefits of mentoring for the mentor, the mentee and the NHS organisation in offering an exceptional opportunities for nurses to influence and build up the practitioners of the fu ture cannot be overemphasized.It is also established that the learning environment is crucial in maximizing the learning of students. Additionally, it is important that students reflect upon their learning experiences in other to recognise their strengths and any areas that need further development.The writer is of the view that the relationship that develops between the mentor in facilitating the learning of a range of students can sometimes create complex. From the writers own experience, it is therefore necessary that the mentor by offering support should set out the country rules initially and should be objective and disciplined. Ultimately, mentors should exercise caution when establishing relationship with students otherwise the final assessment can be subjective.Word count 2167ReferenceAbbott H. (2009) The experiences and challenges of mentorship in clinical practice in pre-registration instruction, Technic The ledger of in operation(p) Department Practice, 5 pp.9-13.Bra y, L. and Nettleton, P. (2007) Assessor or mentor? Role confusion in professional education. Nurse Education Today 27(8), pp. 848855.Britton, J. J. (2010) Effective group coaching Tried and tested tools and resources for optimum couching results. Ontario John Wily Sons.4. Burton, R., Ormrod, G. and Holland, K. (2011) Nursing transition to professional practice. Oxford Oxford University Press.Casey, D. C. and Clark, L. (2011) Roles and responsibilities of the student nurse mentor an update British Journal of Nursing 20 (15) pp.933-9376. Cash, R. M. (2011) Advancing differentiation Thinking and learning for the 21st Century. Minneapolis Free Spirit makeChandan, M. and Watts, C. (2012). Mentoring and pre-registration nurse education. The Willis Commission, Technical Paper 4. London. RCN. Online. Available at http//www.williscommission.org.uk/_data/assets/pdf_file/0009/479934/Mentoring_and_pre-registration_nurse_education.pdf (Accessed 17 March 2014).Clarke, D., Davies, J., and McNee. P.(2002). The case for a childrens nursing skills laboratory. Padiatric Nursing, 14(7), pp.36-39.Cook, M. and Hyrks, K. (2010) Interprofessional and team working Issue. Journal of Nursing Management Volume 18, Issue 3 April 2010. Oxford John Wiley Sons LtdCreed F. and Spiers C. (2010) Care of the acutely Ill adult an essential guide for nurses. Oxford Oxford University Press.11. Driscoll, J.(2007) Practising clinical surveillance A reflective approach for healthcare professionals. 2nd edn. Oxford Balliere Tindal Publishers.Garvey, R., Stokes, P. and Megginson, D.(2009) Coaching and mentoring theory and practice. London Sage Publications.Jaques, D. and Salmon, G.(2007). acquisition in groups A handbook for face-to-face and online environments. 4th edn. Oxon RoutledgeKinnell, D. and Hughes, P.( 2010) Mentoring nursing and healthcare students. London Sage Publications.Levett-Jones, T. and Lathlean, J.(2009)The salary increase to Competence Conceptual Framework an outcome of a stu dy of belongingness. Journal of Clinical Nursing 18. pp. 28702879.Levett-Jones, T., and Bourgeois, S.(2009) The clinical placement A nursing survival guide. 2nd edn. Oxford Balliere Tindal Publishers.McKenzie, K. (2004) Mentoring its a two-way street. RCM-Midwives Journal. 7 (12), 526-528.Midgley, K. (2006) Pre-registration student nurses perception of the hospital learning environment during clinical placements. Nurse Education Today, 26 (4), 338-345.Moscaritolo, L.M. (2009) Interventional strategies to decrease nursing student anxiety in the clinical learning environment. The Journal of Nursing Education. 48 (1). pp.17-23.Myers, S. and Anderson, C.(2012) Dimensions in mentoring A continuum of practice from beginning teachers to teacher leaders. Rotterdam Sense PublishersNursing and Midwifery Council (2008) Standards to support learning and assessment in practice NMC Standards for mentors, practice teachers and teachers. 2nd edn. London Nursing and Midwifery Council.ODriscoll, M.F. , Allan, H.T. and Smith, P.A. (2010) Still looking for leading Who is responsible for student nurses learning in practice? Nurse Education Today 30 pp. 212217.Ousey, K. (2009) culture of student nurses the role of the mentor, Learning in Health and Social Care, 8, pp.175-184.Phillips, B. (2007) Nursing care and understanding the experiences of others a Gadamerian perspective. Nursing Inquiry 2007 14(1), 8994Price, B. (2007) Developing skills for practice. (Course study guide). Milton Keynes The Open UniversityQuinn F. M., and Hughes, S. J. (2007) Quinns principles and practice of nurse education 5th edn. Andover Nelson Thornes Limited.Rogers, C.(1983), (cited in Jaques, D. and Salmon, G., 2007) Freedom to learn for the 80. New York Merrill WrightStenfors-Hayes, T., Hult, H., and Dahlgren, L. O.(2011) What does it mean to be a mentor in medical education? Medical Teacher 2011, Vol. 33, No. 8 , pp. e423-e428Stuart, C. C.(2013) Mentoring, learning and assessment in clinical Practice . 3rd edn. London Churchill LivingstoneStuart, C.C. (2007) Assessment, supervision and support in clinical practice A guide for nurses, midwives and other health professionals. 2nd edn. London Churchill Livingstone.31. Walsh, D. (2010) The nurse mentors handbook supporting students in clinical practice. virginal membrane Open University PressWilkes, Z. (2006)The student-mentor relationship a review of the literature. Nursing Stand 20 (37) 427