The concept of mentoring is also part of the NHS Knowledge and Skills Framework whereby practitioners have to assist in the development of others through a variety of learning approaches and must demonstrate these through portfolio development DH To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice.
Taking action is the key; Gibbs prompts the practitioner to formulate an action plan. Gibbs reflective cycle On the first day of meeting my mentee Helen immediately after her orientation of the department, we had a meeting to draw up her learning opportunities so that there was an awareness of what Helen hoped to gain from her new profession as a theatre nurse. As part of her learning opportunities a teaching session and assessment was arranged.
The teaching session included both formal and informal assessments. Both sessions were carried out in the theatre operating room , the formal assessment involved performing a surgical hand scrub which is always done prior to any surgical procedure. Even though I am a competent practitioner, I still had a moderate level of stress and anxiety regarding fulfilling my role as a mentor. However, upon reflection I could draw on my previous experiences as a basic life support key trainer , previous teaching sessions I have delivered, and the support I have had from my sign off mentor Teresa.
My Mentor has helped me a great deal throughout my career, we have a great understanding of each other , and have built up a trusting and honest relationship over the years. For Helen this was her first experience of theatre post qualification, Helen had no theatre placements during her nurse training, so theatre is a totally new setting for her.
Armstrong states, however, that role modelling is not just about observing practice, but also includes considered linkage between practical skills acquisition and the underpinning knowledge that relates to the skills, i. I planned my teaching session to ensure Helen was aware of the current information and guidelines about effective surgical hand-washing.
Prior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I will show her how to scrub correctly in the format used by the scrub nurse team in our department. I planned to use the Peyton 4 stage approach throughout the process. This model may be expanded or reduced depending on the background skills of the learner. As with all teaching, the learner must be given constructive feedback and allowed time for practice of the skills.
A surgical skill has both a cognitive and a psycho-motor component. In fact, in those with reasonable manual dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the steps of the operation in the mind, and ensuring this combination has occurred before attempting the skill.
Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton. The learner can go from a unconscious incompetence where they do not know the procedure , through conscious incompetence where they realise what they do not know , to conscious competence when they begin to understand and carry out the task to the required standard.
The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine Immenroth, M, These stages allow the learner to quickly progress through the first three of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee.
Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is unable to carry out stage four, then the process should be repeated from stage two through stage three to stage four. A common mistake in teaching is to continue to oscillate between stage two to stage four, missing out on stage three which is one of the most important parts of the process, particularly when it comes to more complex procedures which will be discussed later Grantcharov,TP, The learner must be made feel that they are welcome and important; this way will assist the learner to incorporate themselves into the clinical environment Welsh and Swan The setting of our formal and practical learning session was essential as Helen was not familiar with working in a hospital theatre based environment.
Present during the procedure were myself, Helen, and my sign off mentor Teresa. The chosen location was a unused theatre suite, it was chosen as it is a quiet area,and would minimise interruption. This setting also ensured that Helen had my full attention during the teaching session. Using Peyton;s 4 Stage approach allowed me to have a structured session in place with observation, discussion and direct questioning, so Helen is fully aware that she is being assessed at the time of questioning.
I had taken into account in which manner Helen learns ,as it is important to recognize her learning style ,so that it can be incorporated into the learning material to facilitate effective learning McNair et al Recognizing her individual learning style helps me to arrange her learning preferences. According to Kolb there are four distinct styles of learning or preferences which are based on four stages, diverging, assimilating, converging and accommodating learning styles.
Being approachable and friendly, I was able to maintain a trusting and comfortable relationship beneficial to learning. Helen felt that my character was strong with a professional relationship throughout the learning experience. According to Helen and Teresa feedback, I had delivered the teaching session well,it was well structured and with a relationship hich reduced her tension and anxiety and helped her ability to learn.
Personally I thought it went very well, having planned my session and using the 4 stage approach, it gave me and Helen a greater understanding of the process and also has given me more confidence for further experiences. Personal attributes of the mentor is sometimes the number one barrier when creating an effective learning experience.
You need to be a good role model to be a good mentor. To be a successful mentor, it is important that you will find ways to improve the learning environment. Students can come from varying nursing backgrounds and have also had varying experience working in their chosen healthcare setting. Therefore, it is necessary to make an appropriate environment for each individual to take full advantage of the learning process Lowenstein and Bradshaw The operating theatre can be a fantastic clinical learning environment.
Observations, perhaps highlight that it is not only students that need to reflect on their practice, but also mentors as learning is a lifelong process Gopee Mentorship has been forever present in healthcare for many years. Gopee suggests that this concept has been evolving and developing since the early s, but it was formally adopted by the nursing profession in the s and subsequently by Operating Department Practitioners ODPs CODP It is important for all nurses who interact with students to be cognizant of the fact that their knowledge, attitude, and communication skills play a direct role in the educational process no matter how small the interaction.
One negative experience can influence a students perspective on the profession and affect their practice with patients and colleagues. Providing culturally appropriate care within a professional relationship within the context of mentorship is crucial in attaining mutual respect and trust.
Taking into consideration and being respectful of the differences of ethnicity, culture, and belief structures provides a strong basis for mentorship and enhances the learning experience as both nurse and student are comfortable and confident with the established relationship. Cultural competency is an integral part to nursing practice and nurses and nursing students must be sensitive to their own values and assumptions about patients and colleagues to be able to create health care environments conducive to learning and healing.
Nurse attitudes and nursing mentorship towards students within the construct of society is a relatively unknown issue. Professions have a tendency to be non-transparent unless exposed creating greater awareness. Since the framework for education is in place, it is difficult to expose instances where negative student experiences have compromised patient care. As long as the quality and continuity of care is present the awareness of potential educational shortfalls with students will be masked and will remain an issue solely within the context of nursing without the important prevailing opinions of an informed public.
From a political standpoint, mentorship and nurse relationships with students is an investment in health care. Having confident, educated, and competent nurses working within health care in all its aspects improves the health outcomes of patients and their families and subsequently reduces fiscal spending on redundant or repetitive re-admissions or treatments.
Lack of mentorship and one on one teaching benefits nothing as students may develop autonomous strategies for self education that may not be founded in evidence. This decreases the viability of the profession as a whole and contributes to dangerous work environments for staff and patients.
Recently in Ontario, the government instituted the nursing graduate guarantee initiative. This ensured guaranteed full time employment for all nursing graduates that signed up for the program in an area of their choice. For six months, new graduates are to receive mentored employment by senior nurses enhancing and nurturing the integration of new graduates into the professional workforce.
This investment has proven to be a success, so much so, that problems have arisen from it. Staffs from various hospital units across the province are reporting a lack of senior nurses to mentor new graduates as they at times outnumber the qualified staff.
This initiative mandates participating hospitals to pair new graduates with mentors as written in the policy manual. This is causing a backlash as new graduates are forced to look beyond their areas of interest or to relocate to work and gain the invaluable experience with paired mentors Nursing Graduate Steering Committee, As these issues have been identified, ideas must be generated for recommendations in how to solve this issue.
As the logical shift to evidence-based practice and approached becomes the norm in professional practice, mentorship is becoming the standard of clinical educators. The Ontario government and other health care stakeholders are aware of this hence the mandatory criteria of mentorship are to be met. The benefactors of mentorship are everyone. Government benefits with improved patient care with better outcomes. The profession of nursing benefits as continuity and quality care is ensured through sound practice founded through supportive and evidence-based learning.
This promotes a better image and greater emphasis on trust, the building block of the nurse-client relationship. Patients and their families benefit as the mentored nurse provides the best possible care and treatment ensuring the best possible outcomes within the framework of evidence-based practice.
Safe, accountable, comprehensive and competent care is just a few of the many reliable benefits patients and their families will receive as smart, motivated, and inspired degree nurses bring improved practice and thinking to the bedside or wherever they may be. Taking in to consideration that the profession of nursing is female dominated, focusing on the distinctly unique female approach to leadership and education plays a major role in the acceptance and attitude towards the education of nursing students.
Women have a unique understanding of women and this reflected in the nature of mentorship styles and adjustment to learning needs. This draws upon the fundamental basis of nursing which is caring and expression, traits traditionally not associated in the mainstream with males Philips, Mentorship is not associated with either men or women but for students entering a complicated and challenging workforce.
Sex does not determine competency or skill-set learned through mentorship but rather influences the perception of nursing by patients and their families. As the profession evolves, so does opinion and thought towards competent mentored nurses by the very people we treat and care for. Nursing is not a female profession; it is a female dominated profession that has provided a great foundation by many great persons.
It is important to be cognizant of this fact as the dynamics of the profession slowly change as the image of nursing improves with modern thinking. The economic benefits of applying a mentorship program within an academic and health care setting are enormous.
Mentored nurses strive for nursing excellence in practice and this is reflected in patient outcomes which in turn are reflected in fiscal patterns. It just makes economical sense to mentor nurses. Mentorship has reflected well with me, my learning style, and I am appreciative to the nurses who became attuned to my learning style early on. On the other hand, I have had some less than desirable experiences within the clinical setting, and this did have an effect on my attitude towards staff on units and my opinions of their competencies as compassionate caregivers.
As a student who has felt the cold hand of un-acceptance in the midst of trying hard to fit in and prove myself to be a competent professional, the feeling of discouragement is enormous and without the proper supports such as intuitive clinical instructors and nursing faculty, it is difficult to sway my opinion and the negative views I have towards individuals in the profession. Having these proper support systems, or, mentors of a different kind, helps guide me through the problems that arise within my practice wherever it may take me.
It is important for me to stay patient-centered and focused on my nursing excellence. Being the best that I can be is the only way to gain the respect of future colleagues, and this does involve mentorship.
This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department.
Nursing Mentorship Program Essay example Words 3 Pages As Finkelman () 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 .
"Mentoring In Nursing" Essays and Research Papers Mentoring In Nursing Benefits of Mentoring in Nursing Kerri Wiggins Wilmington University Benefits of Mentoring in Nursing Nursing is an evolving profession with an aging work force. We will write a custom essay sample on Mentorship reflection specifically for you for only $ $/page. Order now Manticore Europe Limited. Royal College of Nursing ,Guidance for mentors of nursing students and midwives 2nd ed London. Welsh, I & Swann, C, Partners in Learning: A Guide to Support and Assessment in Nurse.
Essay about Mentorship: Nursing and Samantha Words | 16 Pages This assignment aims to critically evaluate the four key professional requirements for mentorship practice. Keywords: nurse mentor reflection, mentorship in nursing, personal development nursing According to the Nursing and Midwifery Council (NMC) () the term mentor is used to denote the role of a registered nurse who facilitates learning and supervises and assesses students in the practice place.