...This assignment will evaluate and explore the experience of mentoring a student in practice, critically analysing topics that will reflect on the role of the mentor, within the context of the nursing profession. The placement area concerned is a 14 bedded acute elderly assessment ward, which caters for both male and female patients. Several students have been placed on our ward over the years, it is the mentors responsibility to provide students with appropriate support, guidance and supervision within the clinical environment, Myall 2008. One of the key issues that need to be considered in preparation for an effective learning environment would be making sure the student is aware of the situations that could arise on the ward, discussing typical events that could happen on a daily basis. clinical experience can be a stressful part of the nursing program, working in a unfamiliar area, working with difficult patients and the fear of making mistakes. Hutchinson (2003) believes that a teacher should aim to provide an environment in which learners feel safe to experiment, voice their concerns, identify their lack of knowledge and stretch their limits. One of the major factors affecting learning is the environment in which it takes place. It is the responsibility of professional staff to create and develop an environment conductive to learning (Price, 2004). This implies that the environment should be continually monitored...
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...MENTORSHIP ASSESSMENT DOCUMENT Student mentor’s Name: (Block Capitals) Keele ID Number: (First 8 digits from Keele Card) Module Code: NUR-30186 Workplace Name: Module Start & Finish Dates: Supervisor’s Name: (Block Capitals) Personal Tutor: (Block Capitals) Start: Finish: Module Leader: (Block Capitals) Assessment Submission Date: Assessment Result: For MIDWIFERY STUDENTS ONLY, the assessment decision also includes sign-off Date of Supervisor’s Last Update: PASS (Supervisor – please delete above as appropriate) FAIL (Supervisor – please delete above as appropriate) Assessment date: Please download and save this file with your own name as part of the file name Student mentors MUST keep and back-up copies of this document as it must be submitted to the School by email as part of the module’s summative assessment strategy. 1 C:\Users\NATHAN\AppData\Local\Microsoft\Windows\Temporary Internet Files\Low\Content.IE5\GJVPHQF6\NUR%20%2030186%20Mentorship%20Assessment%20Document%20SEPTEMBER%202014[1].rtf Introduction This booklet contains the necessary documentation for recording whether or not a student mentor has demonstrated achievement of the competencies for this module. The following details provide guidance for student mentors, supervisors, link lecturers and tutorial staff on the assessment of student mentors during the module. The document is to be completed electronically by the student mentor and their supervisor. It is important...
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...This assignment will evaluate and explore the experience of mentoring a student in practice, critically analysing topics that will reflect on the role of the mentor, within the context of the nursing profession. The placement area concerned is a 14 bedded acute elderly assessment ward, which caters for both male and female patients. Several students have been placed on our ward over the years, it is the mentors responsibility to provide students with appropriate support, guidance and supervision within the clinical environment, Myall 2008. One of the key issues that need to be considered in preparation for an effective learning environment would be making sure the student is aware of the situations that could arise on the ward, discussing typical events that could happen on a daily basis. clinical experience can be a stressful part of the nursing program, working in a unfamiliar area, working with difficult patients and the fear of making mistakes. Hutchinson (2003) believes that a teacher should aim to provide an environment in which learners feel safe to experiment, voice their concerns, identify their lack of knowledge and stretch their limits. One of the major factors affecting learning is the environment in which it takes place. It is the responsibility of professional staff to create and develop an environment conductive to learning (Price, 2004). This implies that the environment should be continually monitored...
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...Introduction In line with the preparation of mentors, this assignment will aim to look at mentorship in depth. A variety of aspects around mentorship will be discussed, the first being the emergence of mentorship. This will explore what emphasis was placed on learning prior to Project 2000, and then moving to present day and the different documents that were implemented and the benefit these had on the mentoring process. Several definitions of mentorship will be addressed due to the lack of consensus regarding this. As a result, a clear distinction will be made between the differences of clinical supervision, perceptorship and the mentoring process. This will lead onto the role of the mentor, focusing upon relationships and the different theoretical perspectives around the formation of these. Also being explored in this section will be characteristics needed by the mentor as well as their responsibilities. The following topic to be explored will be learning styles and the environment. A definition of learning will be offered leading onto the learning environment and audits that are in place to ensure placements are up to scratch. This is followed by a description of learning models, looking at research that displays deficits with these. Also being looked at are the individual learning styles and characteristics. The final topic will be assessment; the author will offer a definition of assessment. This will lead onto formative and summative assessment, looking at the...
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...explored may be applied to any setting where the teaching, training and mentoring of adults occur. The essay will explore the writer’s understanding regarding the role of a mentor within the workplace and the theoretical ties surrounding mentorship and how these are linked into the writer’s role of a mentor. Any names or areas of work mentioned in the essay have been changed in order to maintain confidentiality, clause five of the Nursing and Midwifery Council (NMC) Code of Professional Conduct: Standards for Conduct, Performance and Ethics (NMC 2004). The term ‘mentor’ is defined by the English National Board (ENB) and the Department of Health (DOH) to “denote the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in their practice setting” (ENB & DOH 2001a P6). Nicklin and Kenworthy (2000) define a mentor as someone who by example and facilitation guides, assists, and supports the student in learning new skills, adopting new behaviour and acquiring new skills. Quinn (2000 P.427) furthers this definition by pointing out the fact that a mentor is someone who “enters into a formal arrangement to provide education and personal support to a student throughout the period of the placement.” This denotes the level of responsibility and commitment required by the mentor, as an agreement is established. Within that agreement a contract of...
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...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 cues, the last of which is concerned with personal learning. John (1999) mentorship provides a good example of an approach to reflection on action or reflection on practice. Reflection on action, which takes place...
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...LEARNING OUTCOME ONE Throughout this assignment I will critically reflect and appraise the role of the mentor in professional practice which should enable me to facilitate learning in my practice setting. It will be appended with a critical incident that I feel is relevant, to my present and future practice, utilising a reflective model in the process. The word mentor is of Greek origin, the concept stemmed from Homer’s odyssey, where mentor a wise and trusted friend of Odysseus took on the education of his son Telamachis, in the absence of his friend. Carruthers (1993) gives a further dimension, that “this meant that mentor had to be a father figure, teacher, role model, approachable councillor, trusted advisor, challenger and encourager”. The compact Oxford English Dictionary describe mentor as “an experienced person in an organisation or institution who trains and counsels new employees or students”(www.askoxford.com). Mentoring in pre registration nurse education has become a widely accepted practice since the introduction of project 2000 (Lee, 2006). Most of the literature written in the early 1990’s involved defining the concept and determining the nature of the mentoring role. The lack of agreement regarding the role and functions of mentors was a common feature. Terms such as mentor, preceptor facilitator and supervisor were all used interchangeably creating an overlay of role functions which were not clearly defined (Neary, 2000). Hamilton (1993) describes the...
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...Examples of Reflective Writing Example 1 I arrived on the ward at 7:30 ready to begin a 12-hour shift. After receiving handover, my mentor assigned me the job of bathing Mr B with the help of a healthcare assistant. Mr B has Creutzfeldt-Jakob disease (CJD), a progressive disease of the nervous system with rapid deterioration due to spongiform encephalopathy. He is not expected to live to Christmas, even though he is only 19 years old. He is mentally aware of what is going on but is physically unable to demonstrate activities of daily living, including eating and drinking, has limited communication skills and is doubly incontinent. He is unsafe on his feet so mobilises with a wheelchair. I approached Mr B’s bed and asked his consent to take him for a bath. While the bath was running we began helping him to undress. He looked rather nervous. At the thought of myself being in his position, being the same age as him, I began to feel embarrassed too. I thought that I could not possibly be a professional individual if I let my embarrassment and sympathy get in the way of my nursing care. We assisted Mr B into the bath and started his wash. I knew he was uncomfortable and wanted to be able to wash himself, but was unable to do so. I was finding it difficult to look him in the eye, especially when it came to washing his genitalia. I tried to ease this by making conversation, but in a way this made matters worse. After the bath we dried Mr B, dressed him and returned him...
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...Examples of Reflective Writing Example 1 I arrived on the ward at 7:30 ready to begin a 12-hour shift. After receiving handover, my mentor assigned me the job of bathing Mr B with the help of a healthcare assistant. Mr B has Creutzfeldt-Jakob disease (CJD), a progressive disease of the nervous system with rapid deterioration due to spongiform encephalopathy. He is not expected to live to Christmas, even though he is only 19 years old. He is mentally aware of what is going on but is physically unable to demonstrate activities of daily living, including eating and drinking, has limited communication skills and is doubly incontinent. He is unsafe on his feet so mobilises with a wheelchair. I approached Mr B’s bed and asked his consent to take him for a bath. While the bath was running we began helping him to undress. He looked rather nervous. At the thought of myself being in his position, being the same age as him, I began to feel embarrassed too. I thought that I could not possibly be a professional individual if I let my embarrassment and sympathy get in the way of my nursing care. We assisted Mr B into the bath and started his wash. I knew he was uncomfortable and wanted to be able to wash himself, but was unable to do so. I was finding it difficult to look him in the eye, especially when it came to washing his genitalia. I tried to ease this by making conversation, but in a way this made matters worse. After the bath we dried Mr B, dressed him and returned him...
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...responsibilities of myself as a practice mentor within the clinical environment using relevant literature and recognised frameworks. A critical analysis of learning, teaching and assessment strategies as well as educational theories will be integrated and applied. A written re-evaluation of this experience using the recognised reflective cycle of Boyd et al. (1985) will also be incorporated to enable me to effectively analyse my personal and professional development as a practice mentor. Prior to commencing this portfolio the learner and mentor were informed of my intentions and consent was gained freely and independently. The principles of confidentiality in accordance with the NMC (2004, p8) guidelines have been adhered to at all times. Within this portfolio the person being taught and assessed will be referred to as the student or learner. Another person relevant to this process is my mentor; they will be assessing my ability of mentoring and will subsequently be referred to as the mentor, thus protecting their anonymity. I am currently employed as a staff nurse working in an Emergency Department in the North of England. My role as a staff nurse is to work within a team, supporting and assisting other team members to achieve and implement high standards of care delivery. Part of the criteria for this portfolio was for me to choose a mentor that was able to objectively evaluate my ability of teaching and assessment, therefore I chose a mentor who was experienced, knowledgeable...
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...nurses and midwives we agree to ‘facilitate students and others to develop their confidence.’ (NMC 2008) In 2006 new guidelines were developed for registered nurses to ensure we are able to provide a supportive learning environment for students and to carry out meaningful assessments so we can guarantee our future nurses are safe, skilled and competent practitioners and pose no threat to the public. (NMC 2006) These guidelines identified and formalised the qualities required of a successful mentor and allowed mentors to apply standards consistently to any learner. The development of the portfolio is a result of a working group consisting of representatives from different areas of health education departments and N.H.S. boards. The outcome was ‘The Core Curriculum Framework’ which is the structure in place to help mentors support students in a consistent and recognisable way. (NHS Education for Scotland 2006) In a study by Watson and Harris (1999) 46% of mentors agreed that students were sometimes allowed to pass practice placements despite an unsatisfactory performance. A variety of reasons where identified i.e. inexperienced mentors lacking confidence to fail a student, unwilling to fail students early in their course hoping they improve with experience and marginal students given the benefit of the doubt because mentors don’t want to be responsible for having a student terminated from their course. (Duffy, K. 2004) As a student mentor I plan to prove that I can meet the standards...
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...considers how the mentorship of a student can be influenced by the learning experience. It also discusses the learning, teaching and mentorship theories and considers the principles of an assessment. It will look at the reliability, validity and different factors that may influence the learner’s needs. It will reflect on the responsibilities and boundaries of the mentor and discuss the legal, ethical and professional accountability. The clinical setting as a learning environment will be analysed and the effectiveness of the roles and responsibilities of a mentor will be discussed. Finally, the importance of effective teamwork within a clinical setting environment will be examined. To comply with the Nursing and Midwifery Council (NMC 2008) all confidential information will be withheld and names changed. According to the NMC (2006) students on an NMC approved pre-registration nursing course must be supported and assessed by a mentor. The mentor must be registered on a local register and must demonstrate their knowledge, skills and competences on an ongoing basis. As a qualified nurse the NMC (2008) also states “you must facilitate students and others to develop their competences”. Student nurses in their final year of study are allocated placements within the community setting every six months. Most students look for a role model within the clinical placement. Therefore, ensuring mentors have the skills to support and assess the students is vital (Long 2009). It is for this...
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...The assignment will detail a student induction pack as an innovation to be introduced into the practice area and is within the guidelines of The Nursing Midwifery Council Code of Professional Conduct: standards for conduct, performance and ethics (2004) and will be used for students and new staff within the practice setting. The NMC publication Nursing: Towards 2015 (2007) debates on the future of pre-registered nurse education therefore the innovation can be adapted for all staff.It will demonstrate achievement of the learning outcomes (6.1) The development of effective relationships with learners within the context of practice, (6.2) The opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice and (6.5) Examine a range of methods of assessment and select those which are appropriate to assessing knowledge, skills and values. It has been created as the Primary Care Trust has an existing pack but it is merely a welcome pack which lists information about the organisation, link tutors and spoke placements and fails to address the individual learning need and style. Previous ideas and suggestions of students and team members have been considered, in addition to a recent team audit on student experiences and the pack will be an overall strategic plan for the department. The pack (appendix 1) will include a welcome letter, list of staff and contact numbers, mission statement...
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...assessing a student in clinical practice. For the purpose of this reflection the Gibbs reflective cycle (1988) will be used. The discussion of the role of the mentor and the effect it can have on the mentor/student relationship will be explored. In turn evaluating the learning environment and moving onto learning and teaching strategies used, reflecting on how they were applied to help the student. Lastly the evaluation of overall performance as a mentor. For the purpose of this work the student will be referred to as ‘A’ to maintain confidentiality and no other names of people or places will be documented . In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs (NMC 2006). On the ‘A’ ’s first day, after his orientation, we were able to draw up learning opportunities so that there was an awareness of what ‘A’ hoped to gain from the community experience. The qualities of the mentor are an important element of the learning environment. This includes professional and personal qualities such as professionalism, a friendly nature, understanding and patience (Beskine 2009). Added to this the learner must be made to feel welcome through staff attitudes, this will help the learner to become integrated into the clinical environment (Hutchinson, 2003). Throughout the learning experience it was felt that the mentor had a strong professional relationship and that being ‘A’ ’s mentor being approachable...
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...A reflective account of my learning experience whilst undertaking my mentorship module. According to Schön (1983), the two types of reflection are reflection in action and reflection on action. Reflection in action is the process of reflecting whilst completing a task whilst reflection on action is the process of reflecting on what you have done. This is an account of my learning experience, combining both approaches, whilst undertaking the mentorship course. The Gibbs model (1988) is a popular tool use to analyse and describe reflection. It is a cycle with six stages: description, feelings, evaluation, analysis, and conclusion and action plan. The rationale for using this model is because it is clear and precise. The essay will take into account my personal journey and the skills I am bringing to this course. Confidentiality will be maintained in accordance with the Nursing and Midwifery Council (NMC, 2008). Informed consent where necessary was also gained in accordance with the NMC Code (2008). Description I am currently working as a Registered Mental Health Nurse involved with patients with various challenges, and with staff at various stages of professional development. Learning and mentorship is an important activity in such an environment. Some of my colleagues had already completed their mentorship training and their recommendation of the course as taught in this University inspired me to apply. Furthermore, I enjoy teaching people and thinking about the challenges...
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