...Importance of Mentoring In Nursing Cynthia B. Harris Chamberlain College of Nursing NR504 Leadership & Nursing Practice Spring A March 20th, 2011 Professor Schoenly Importance of Mentoring In Nursing My Vision for nursing is for nurses to become more proactive in mentoring nursing staff both new and old. The role of the nurse mentor is often referred to as preceptorship. Although mentoring and precepting are different, they are still similar but often overlap. By nurses taking part in mentoring their peers, they are helping to promote leadership skills, teaching skills, and foster professional development for all nursing staff. The CNA (2004) states, “Mentoring involves voluntary, mutually beneficial, and long-term professional relationships among nurses if done effectively and respectfully. In this relationship, one person is an experienced and knowledgeable leader (mentor) who supports the maturation and education of a less experienced person, for example, new nurses and returning nurses (mentees) to the work place with leadership. There are so many opportunities for the seasoned nurse to teach new and returning nurses but because of often hectic schedules, staffing issues, and nursing shortages this often falls to the wayside. This can lead to lack of confidence, frustration, and feelings of being “lost” out in the work area. Nurses often streamline their duties to complete their shift in a timely fashion and opportunities to mentor or teach are missed. These...
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...Home Page» Science Importance of Mentoring in Nursing In: Science Importance of Mentoring in Nursing Importance of Mentoring In Nursing Cynthia B. Harris Chamberlain College of Nursing NR504 Leadership & Nursing Practice Spring A March 20th, 2011 Professor Schoenly Importance of Mentoring In Nursing My Vision for nursing is for nurses to become more proactive in mentoring nursing staff both new and old. The role of the nurse mentor is often referred to as preceptorship. Although mentoring and precepting are different, they are still similar but often overlap. By nurses taking part in mentoring their peers, they are helping to promote leadership skills, teaching skills, and foster professional development for all nursing staff. The CNA (2004) states, “Mentoring involves voluntary, mutually beneficial, and long-term professional relationships among nurses if done effectively and respectfully. In this relationship, one person is an experienced and knowledgeable leader (mentor) who supports the maturation and education of a less experienced person, for example, new nurses and returning nurses (mentees) to the work place with leadership. There are so many opportunities for the seasoned nurse to teach new and returning nurses but because of often hectic schedules, staffing issues, and nursing shortages this often falls to the wayside. This can lead to lack of confidence, frustration, and feelings of being “lost” out in the work area. Nurses often...
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...Running head: MENTORING IN NURSING: A CONCEPT ANALYSIS Mentoring In Nursing: A Concept Analysis Leslie R. Dick The University of North Carolina at Charlotte Introduction Mentoring can be dated as far back as the Ancient Greeks. Young athletes were trained by their more experienced superiors. Homer is most famous for our initial understanding a mentor when he tells of Odysseus leaving his infant son with a companion, Mentor, when he left on his Odyssey (Gentry, Weber, & Sadri, 2008). Mentoring is a relationship between two people which lasts over an extended period of time. One of the people, the mentor, is more experienced and considered senior to the mentee and is trusted by the mentee. The mentee is less experienced, although not necessarily younger, than the mentor. Mentors can play an important role in our lives. They share knowledge, experience, and wisdom, and they critique us and give honest feedback. Positive, competent mentors develop relationships with their mentees and are focused on their growth. They are also generous and professional in their collaborations. The benefits of mentoring relationships include increased self-confidence and retention, strengthened professional relationships and increased skill levels. These consequences of mentoring improve the health environment for all. Through this concept analysis, I hope to show the attributes associated with mentoring as well as provide related terms that will provide a further understanding...
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...Mariani, B. (n.d.). The Effect of Mentoring on Career Satisfaction of Registered Nurses and Intent to Stay in the Nursing Profession. Nursing Research and Practice, 1-9. Mentoring plays a crucial role in the growth and development of novice nurses. It provides a way for the experienced nurses to give back to the profession and helps them play a significant role in the formulation of a new nurses’ career. Mentors offer knowledge, encouragement, support, guidance, and friendship to the next generation of caregivers. In her study, Marian wanted to see if there was a connection between mentoring, job satisfaction, and retention. Practicing nurses were selected randomly to be mailed surveys to complete regarding mentoring and its’ effect on job satisfaction and nursing retention. There were limitations and flaws in this study making it difficult to determine its validity. For one, the rate of returned surveys did not reach the study’s target goal of 60%. The responses were uneven between nurses who had participated in mentoring and those who did not. Also nurses dissatisfied with their careers may not have responded, and even with defined terms included, participants may have been confused with precepting, mentoring, and protégé. Although this survey study did not show any relationship between mentoring, job satisfaction, and retention, it did establish that mentoring continues throughout the profession on a routine basis. Mariani thinks this suggests that future studies should...
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...Implementation and sustainability of the nursing and midwifery standards for mentoring in the UK. Nurse Education in Practice; 10: 5, 251-255. Barrett D (2007) The clinical role of nurse lecturers: past, present, and future. Nurse Education Today; 29: 5, 367-374. Department of Health (1999) Making a Difference: Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Health Care. London: DH. Duffy K (2003) Failing Students: a Qualitative Study of Factors that Influence the Decision Regarding Assessment of Students’ Competence in Practice. NMC, London. Duffy K et al (2000) The nurse lecturer’s role in mentoring the mentors. Nursing Standard; 15: 6, 35-38. Elcock K and Sookhoo D (2007) Evaluating a new role to support mentors in practice. Nursing Times; 103: 49, 30-31. Gainsbury S (2010) Mentors passing students despite doubts over ability. Nursing Times; 106: 16, 1-3. Gopee N (2011) Mentoring and Supervision in Healthcare. London: Sage. Mallick M, McGovern B (2006) Issues in practice-based learning in nursing in the United Kingdom and the Republic of Ireland: Results from a multi professional scoping exercise. Nurse Education Today; 27: 1, 52-59. McArthur GS, Burns S (2007) An evaluation, at the 1-year stage, of a 3-year project to introduce practice education facilitators to NHS Tayside and Fife. Nurse Education in Practice; 8: 3, 149-155. McCarthy B, Murphy S (2008) Assessing undergraduate nursing students in clinical practice: do preceptors...
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...professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their active contribution is additionally supported by Morgan (2002) who emphasises that students may feel surplus to requirements through their supernumerary status. Standards relating to mentoring nursing students are set by the Nursing and Midwifery Council (2008a). They include; establishing effective working relationship through placement orientation...
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...Master of Adult education Mentoring the workplace Submitted to: Kate Collier Submitted by: Jaininderjit Kaur Student number: 10524597 PROPOSAL INTRODUCTION:- "Mentoring is an alliance that creates a space for dialogue that results in reflection, action and learning." Mentoring – developing insight to turn hindsight into foresight!” This essay aims to provide an overview of the submission report proposing the introduction of formal mentoring for my current workplace. In the first part of paper I gave overview about my organization. Then I add definitions of mentoring and formal mentoring and then I presented the literature review of formal mentoring. In the second part of this paper I explained the importance of mentoring and formal mentoring and I also shed the lights on models of mentoring. In last part of the essay I prepared the proposal for a pilot of mentoring scheme. ABOUT ORGANIZATION: - at present I am working in the Wahroonga Nursing Home, Wahroonga, it comes under the Thompson Health Care Organization. This facility is for forty two residents. My designation is there as an Assistant in Nursing and I am working there from last three years as a permanent part time employee. The total numbers of employees are sixty four. Out of them thirteen were registered nurses and twenty eight were registered nurses and rest of the staff belongs to other departments such as kitchen, laundry...
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...Analyzing knowledge for practice Chapter 1: Introduction Nowadays, there is an increasing attention being given towards non-communicable diseases such as diabetes and hypertension from all over the world as well as in Malaysia. In health clinics and hospitals, we are seeing increasing number of patients who are diagnosed with diabetes. Diabetes is a phenomenon which is becoming more common but there is a plenty ways which could be done to reduce the severity of any complications from this disease. Generally, there are three main types of diabetes. It includes Type 1 diabetes (juvenile diabetes), Type 2 diabetes, and gestational diabetes (during pregnancy). Type 1 diabetes (Insulin Dependent Diabetes Mellitus) should consume insulin daily in order to survive. Meanwhile, type 2 diabetes (Non-Insulin Dependent Diabetes Mellitus) is the most common type of diabetes. Whereas, gestational diabetes is another type of diabetes where there is a high blood sugar level which is diagnosed during pregnancy. Diabetes Mellitus which is a well-known chronic illness requires a comprehensive of medical care by the expertise team. The risk of long term complications needs full support from various professionals to conduct diabetes care. Acute complications can be prevented via ongoing patient self-management education and awareness of illness. Patient self-management education and problem solving skills development are necessary to be provided in diabetic clinic plan through a variety...
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...SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE NURS 5013 – THEORETICAL FOUNDATIONS IN THE GRADUATE SCHOOL OF THE PRAIRIE VIEW A&M UNIVERSITY COLLEGE OF NURSING BY HARSHAL THOMAS, BSN, RN HOUSTON, TEXAS March 3, 2014 DeMonica Junious, PhD, RN, CNE INTRODUCTION This paper is a systematic presentation of nursing theories based on literature review. The purpose of this paper is to describe how nursing theories are applied in administrative practice. It will help to generate further nursing knowledge. Nursing theory can help patients, managers and other healthcare professionals to recognize the unique contribution that nurses make to the healthcare service. The First stage is introducing the paper. The Second stage is the body of paper which consists of six different articles from pages three to eight. Each article starts with brief description about the study following with concise review of the selected theory. About who formulated the theory and also describes the components of the theory. The middle part of the article states the reasons for using the specific theory by the author. Also describing how the theory was used and illustrates the results of the study. The article ends with explaining how that particular theory can be used in my own nursing administrative practice. The Last stage is summarizing the paper and listing the references in alphabetical order. Pressure sore and skin tear prevention and treatment...
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...Gibbs Reflective Assignment On Non-Verbal Communication With A Patient With Demenita Introduction This assignment is a reflective account of my first experience when assisting a patient to eat lunch. For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (2008). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. Description Thoughts and Feelings Evaluation I felt this first experience was very rewarding and a big learning curve for me in caring for others. I was delighted that I had been able to support Mrs C to eat nearly all of her meal which she clearly enjoyed. The ‘protected mealtime’ policy ensured that I had time to dedicate to assist her and as she did not have the ability to feed herself, without my help she would have eaten very little or nothing at all. In order to communicate with Mrs C, I modified the usual rules of communication. I did not speak to Mrs C in an inappropriate way or use elder talk which may have damaged her self esteem and confidence (Argle 1994). I talked to her as I would address any adult but put more emphasis on non-verbal communication which according to Caris Verhallen (1999) is the main way in which humans communicate, in order for her to receive my message, extract the meaning and give me feedback. By holding Mrs C’ gaze I was maintaining communication and encouraging engagement and interaction...
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...MENTORING IN PRACTICE MODULE CODE: MOD001840 SID NO : 0711950 WORDS : 2,000 SUBMISSION DATE: 10TH OF MAY 2013 The purpose of this essay is to provide a reflective account of mentoring a pre-registration nursing student in practice. A reflective model (Gibbs 1988, appendix 1) I will analyse the experience between myself as a mentor and the student under the supervision of a qualified mentor. The learning styles, The name of individuals involved shall not be mentioned in order to protect confidentiality in accordance to the Nursing and Midwifery Council (NMC, 2008) Emphasis will be put on how an environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and memories in cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. The purpose of reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series of reflective...
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...In order to effectively mentor there must be a set of goals put in place for the mentee. They should be appropriate, a bit out of reach, written down, and last but not least attainable. To get the best experience out of a mentoring relationship one must ensure that the common goal consists of well-defined objectives and expectations. When the relationship is based on the incorporation of the strengths and manifestation of knowledge, an optimal environment is created. Fundamentals to maintaining this relationship is to follow-up with the mentees’ outlook, measure their growth, give feedback, and provide encouragement. Respectively, every encounter needs to be significant and feel worthwhile to the mentee. If these meetings are brief they must...
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...Mentorship Competency The success of any nursing student in any program in any clinical setting is multi-faceted enhancing the complicated nature of education and the perception of competencies whether student or educator. This is an important concept to be sensitive to as the process of moving forward with the knowledge and skill-sets needs to be supported and nurtured in order to facilitate the standard of care that is safe, accountable, and competent. The expectations of students within academia and within the staff mix on units can vary giving students a sense of role ambiguity diminishing the sense of belonging and taking away from the clinical learning experience. According to Higgins, Lathlean, Levett-Jones, & McMillan (2009),“Nursing students’ motivation and capacity to learn, self-concept, confidence, the extent to which they are willing to question or conform to poor practice and their future career decisions are influenced by the extent to which they experience belongingness (p.316).”Acceptance by senior and experienced nurses plays a pivotal role in the development of self-concept and application of theoretical perspectives into practice. Negative experiences with staff are detrimental to the learning process by creating environments of stress, anxiety, and an overall feeling of un-acceptance by staff, and at times, instructors. This can be attributed to the many factors that are influencing the profession of nursing including increased workloads, decreased staffing...
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...of the learning experience whilst undertaking the module of mentoring which includes preferred teaching methods, supervision, learning styles, different ways of assessing and evaluation. A brief description of the author is detailed while the value of effective mentoring on the learning experience is also explored. Healthcare practitioners and students can learn from experiences through reflection and use the knowledge to inform and improve practice. The ability to reflect on one’s actions is particularly pertinent in clinical practice. Schön (1983) identified two types of reflection: -Reflection in action, which takes place during the event – the practitioner may not be aware that it is happening. -Reflection on action, which takes place after the event. Jasper (2003) concluded that reflecting on action transformed experience into knowledge. I am a mental health nurse who works in a community mental health recovery services for working adults, and currently attended a mentorship course. I have co-mentored a first year student prior to my mentorship training. My training was more or less the same of the student I mentored, so it is important for me to keep up to date with changes in the skills students are expected to develop while on clinical placement. The lecturers at University, books and journals explained the importance of working in partnership with students and developing action plans. As a nursing student myself while being on first placement I was unsure of...
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...a mentor to a student nurse I have been working with on the ward. According to the Nursing and Midwifery Council (NMC) (2006) 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. They furthermore identify the eight mandatory standards that must be achieved to become a mentor, and within the assignment I shall be referring to the Standards to Support Learning and Assessment in Practice; NMC standards for mentors, practice teachers and teachers, and identifying the standards for mentors required (SM). This assignment will first look at the personal and professional reasons why I wanted to undertake the mentorship module. It will also discuss the importance of a supportive learning environment in the workplace, and how essential it is. My role as a mentor to a nursing student will be evaluated, looking at the way in which I supported her on the ward and how I facilitated this. In conclusion, I will identify my own personal development in undertaking and completing this module. As a registered nurse on a busy Paediatric ward I always enjoy supporting student nurses whilst they are on placement with us. There is an apparent shortage of qualified mentors on the ward, and within my last personal development review with my line manager I identified a need to attain the mentorship qualification. The Nursing and Midwifery Council (NMC) (2004) states, that as a registered nurse, you must keep...
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