Mentorship Essay Nursing

NursingMentorshipPrograms

InordertoincreasenewRNjobsatisfactionandretention,amentorshipprogramapproachisvital forthesuccessofnewregisterednursesandthesuccessofthehealthcareorganization.The qualitativestudiespresentedinthischapterinvolveexperiencednursementorsprovidingguidance, assistance,andongoingsupporttonewlyhiredornewlygraduatedRNs/menteesthroughoutthe12–monthmentorshipprograms(Fox,2010,p.9).Accordingtothe2010InstituteofMedicinereport, thenursingworkforcecanbesubstantiallystrengthenedandthequalityofcareandpatientoutcomes canbedramaticallyimprovedthroughnursementorship(p.3).Thethreestudiesintroducedinthis chapterdemonstratetheoutcomesfornurseswhohaveparticipated

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NurseMentorInterviewThroughoutthisclinicalsemester,Ihaveworkedwithseveraldifferent registerednurses(RNs)andhavebeenabletodevelopmentoringrelationshipswithmanyofthe staffontheunit.Duringourtimetogether,Iinterviewedseveralofmynursementorsandelicited informationregardingtheirnursingexperiencesandthecultureoftheenvironmentinwhichthey workThefollowingconversationsprovideasummarizationofmynursementors'responsestothe selectedinterviewquestions.

WhatwasyourexperienceoftransitionintopracticefromtheroleofastudenttothatofaRNand whatadvicedoesyouhave?ThefirstyearworkingasaRNwasespeciallydifficultIstartedouton amedical–surgicalunitwithanoncologyfocus.Ifeltoverwhelmedmuchofthetime,butthankfully Iwassurroundedbyexperiencednurses.Allofmycoworkersonthatunithadatleasteightyearsof experienceandsoIwasabletogotothemforadviceandguidanceregardingtheissueswithwhichI wasstruggling.Myadvicetonewnursesistoknowtheirresourcesandasktheexperiencednurses onthefloorforhelp

Howdoyoudealwithnewnursesofadifferentgeneration?IwouldnotsaythatIhavehadtoo muchdifficultyindealingwiththeyoungergenerationofnurses.Aslongaspeoplearewillingto learnandworkhard,Iwillhavenoproblemworkingwiththem.

Whoisyourrolemodelandwhy?MyrolemodelisoneofthenursinginstructorsIhadinnursing ...Getmorecontent...

Thefollowingassignmentwillbewritteninfirstpersonasitisreflectiveinnature.Bulmanand Schutz(2004)agreethattolearnfromanexperiencepractitionersshouldgobeyonddescriptionand reflectonthatexperience.Theaimofthispieceistoreflectonmyroleasamentoranddemonstrate myawarenessoftheresponsibilitiesinvolved,whilstpayingparticularattentiontotherequired learningoutcomes2–5ofthemoduleInkeepingwiththeNMC(NursingandMidwiferyCouncil, 2008)CodeofConductanonymitywillbeadheredtoandthereforenonamesofpeopleorplaces willbemention.

Theassignmentwillallowmetoreflectonmyownexperiencesinmynewroleasamentorandwill followthejourneyofastudentnurseandhershowmorecontent

Havinghaddiscussions,mylearnerwasveryshyandlackedconfidenceasshehadneverworkedin awardenvironmentbefore.Wewerethereforebothinagreementthatconfidence/communicationbe

alearningobjective

IbegantolookathowIcouldprovidethebestpossiblelearningenvironmentformystudentandin doingsoIresearcheddifferentlearningtheories.Researchingthesetheoriesgavemetheopportunity toencapsulatewhatmentorshipwouldinvolvesoIwouldbeabletofacilitatemystudentslearning.

WelshandSwann(2002)suggesttheexperimentalcycleenablesstudentstobegiventhe opportunitytobuildonexistingknowledgeIassessedandobservedmystudentonher competenciesandencouragedhertodevelopherskillsandknowledgefurtherbyusingevidence basedpractice.Gopee(2007)statesthatthisapproachisveryusefulforbothstudentsandmentors. HoweverWelshandSwann(2002)outlinethatmentorsshouldbeawareofthehalo–horneffectand maintainobjectivity.Iwillthereforetocontinuallyassessmyteachingabilitiestofacilitatemy studentslearningrequirements.AccordingtoWelshandSwann(2002)assessmenthelpsdetermine extentoflearningandthelevelofclinicalcompetenceofthelearner.WhilstIcontinuetoobserve assessmylearneragoodrapportwasestablishedandIobservedavariationinmyteachingmethods andher

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MentorshipRelationshipsinNursing

MentorshipMentorshiprelationshipshavedemonstratedacapabilitytoimprovetherecruitment, trainingandretentionofnurses.Asleaders,wearechallengedwithhealthcaretransformation.In ordertomeetthedemandsofourhealthcaresystem,wewillneedtonotonlyintuitivelyadapt,but alsoconsiderinnovativeapproachestopractice.Theimplicationsnotonlyapplytoqualityofcareof patients,butalsotothedevelopmentoffutureleadersWewillneedtorelyontheresourcesand talentswehavewithinourorganizationinordertofosterqualitycareandemployeeengagement. Mentoringinnursingcanhelpsupporttheseobjectives.Thispaperwillreviewmycontributionand advocacyrelatedtotakingastandtopromoteournursingfuture

Advocacy

Thedevelopmentofnursingskillsisdependantonexperienceexposure,evaluation,andreflection (CurrentNursing,2011).Learningbecomesabuildingprocessbywhichwecontinuouslyengagein experiencesthatenhanceourknowledgebaseandourcapabilitiestoidentifyandrespond.Inorder tobridgetheexperiencegap,mentorshiprelationshipscanhelpnurtureneworlessexperienced nursesbuildtheirnursingclinicalandleadershipskills.Byadvocatingforthedevelopmentof structuredmentorshipprogramIcouldhelpmakeadifference.AccordingtoresearchbyWallenet al.(2010)mentorshipprogramscontributedtoquickeradoptionof"evidence–basedpracticesand groupcohesion"(p.2761).Dr.Cho

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EffectiveNursingMentorship

Itisimportantthat,tohaveeffectivenursingstudentmentorship,mentorsshouldhaveall–rounded supportsystems(Jokelainen,Tossavainen,Jamookeeah&Turunen,2013).Thismayinclude resourcesandprotectedtimeformentoring.Inordertomentorstudentseffectively,amentoris expectedtohavearangeofpersonalaptitudesandqualities.Theseinclude:empathy;enthusiasm; communicationskills;motivation;competenceandexperienceinnursing;teaching;evaluationand givingfeedbacktostudents(Jokelainenetal,2013).Althoughmentorsareseenasthemain advocatesofandenforcersofstudentmentorship,closecooperationwithmanagersandcolleagues inhealthcaresettings,andeducatorsineducationalunits,shouldbearequirement

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AsFinkelman(2006)stated,"Mentoring,andimportantcareerdevelopmenttothatcanbeusedby nursesanytypeofsetorspecialty,canbeusedtodevelopthecriticalleadershipskillsneededby nurses.Allsuccessfulleadershavehadmentorsareourmentors"(Finkelman,2006,p.390). Currentlymyfacilityhasasixtomonthsmentoringprogramfornewgraduates.Thisprogramisin additiontothecurrentpreceptorprogramthatorientsthenewgraduatestotheunittheywillbe assigned.Mostofthesenewnursesaregraduatesfromlocalnursingschoolsandhavedonemostof theirclinicalnursingeducationatthisfacility.Thehospitalrealizesthatgoingfromaclassroomand clinicalsettingtoonhandsbedsidepatientcarecanbeashowmorecontent

46).Theregisterednursementorwillactsasteachersbysharingknowledgeandexpertise, counselorsbyprovidingpsychologicalsupport.Mayactasintervenersbyprovidingaccessto resourcesandprotection,andsponsorsbypromotingtheprestigeasheorshefacilitatesself–reliance.Thiswillprovidethementorwithself–assurance,jobapproval,promotions,managerial skills,andproblem–solvingskills(Gordon,2000)Thehospitalhasalistofregisterednursestrained andacceptedasmentorsontheunitthatthenewgradwillbeassigned.Thesenursesaretrainedas preceptors.Oftenthenewgradwillselectherpreceptorashermentor.Thenewgradcanalso requestanewmentorafterthreemonthsifshebelievessuchachangeisnecessarytoenhanceher training.Thementorhasthesameoptionifapprovedbythenurseleader.Thenewnursehasthe choiceofhowmuchshewantstointeractwiththementorThismeansthatamenteedeterminesthe capacityofthementoringrelationshipanddecidesupontheamountofdependenceandguidancehe orsheneeds.Theresponsibilitytoseekacceptanceandadviceliesinthenewgrad.ConclusionThe mentoringprogramfornewgradsatthisfacilityhasbeenverysuccessfulThefacilityhasfound thatthementoringprogrambuildsconfidenceinthenewgradsandrespectforthementor.Itmakes thenewgradsbelievetheyarewantedandhelpsthemadapttothe

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Mentorship

TheMerriam–Websterdictionary(2015)definesmentoras"someonewhoteachesorgiveshelpand advicetoalessexperiencedandoftenyoungerperson".Mentorshipissoughtasalongtermoneon onerelationshipbetweenanexperiencednurseandanewlyregisterednurse(Chen&Lou,2013; Hodgson&Scanlan,2013;Huybrecht,Loeckx,Quaeyhaegens,DeTobel,&Mistiaen,2011) Mentorshipisneededtoencouragethesuccessofthenovicenurseandtoretainnewnurses (Hodgson&Scanlan,2013;Race&Skees,2010).Mentorshipcanalsofosterthegrowthofthe novicenurseintoaleadershiproleovertime(Hodgson&Scanlan,2013;Metcalfe,2010;Race& Skees,2010;).Therelationshipbetweenthementorandmenteebenefiteachother,asboth...show morecontent

Thisfriendwasamentortotheking'sson(Hodgson&Scanlan,2013;Metcalfe,2010).Innursing historyFlorenceNightingalewaschronicledasamentor(Metcalfe,2010).Aswellasclinical practiceplacementsettingsareutilizedformentoringofstudents(Metcalfe,2010)

Therehasbeendifferenttermsusedtodescribementoring,accordingtoHodgson&Scanlan(2013) thesetermsdonothavetheexactcomponentsasmentorship.Theyareslightlydifferent,asfor preceptorthistermhasthesamerelationshipcomponent,butitisbasedonashorttermtimeframe. Coachingismoregearedtowardbehaviorsandadvancementofspecificskills.Networkingoffers tacticstoincorporatebalanceandorganizationalskillstopersonallifeissuesNetworkingdoesnot requireaoneononerelationship,workshopscanprovidethisfunctionforaperson.Rolemodeling isnotgoaldrivenanddoesnotincorporatearelationshipcomponent(Hodgson&Scanlan,2013). AccordingtoJokelainen,Turunen,Tossavainen,Jamookeeah,&Coco(2011)thetermmentorshipis notcommonlyusedinnursingschooleducationandclinicalpracticecomparedtopreceptor, supervisororfacilitator.Huybrechtetal.(2011)definesthatmentorshipisalongtermrelationship whichdoesnotincludeanassessmentorevaluationaspect,howeverpreceptorship

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NursingPracticeReviewMentoringKeywords:Mentoring/Continuingprofessional development/Portfolio●Thisarticlehasbeendouble–blindpeerreviewedCPDformentors:creating aportfolioMentorscanuseaportfolioofevidencetoshowcontinuingprofessionaldevelopmentIn thisarticle...WhymentorsneedaCPDportfolioHowtocreateaportfolioofevidenceUsinga SWOTanalysistoidentifystrengthsandweaknessesAuthorLouiseLawsonisseniorlecturer, SchoolofNursing,MidwiferyandSocialWork,UniversityofHertfordshire.AbstractLawsonL (2011)CPDformentors:creatingaportfolio.NursingTimes;107:21,15–18.Itisamandatory requirementformentorstosupportandassessallpre–registrationshowmorecontent

ANursingTimessurveyidentifiedthat,whilementorsareawareofthevalueofmentoringstudents (Gainsbury,2010),theyarechallengedastohowtocommitfullytotherolewithintheconstant demandsoftheircorejob.Theyidentifiedthatworkdemandshadasignificantimpactontheir abilitytoengageinmentoractivities,suchasmentoringstudentsandattendingupdatesandrelevant coursesMentorshavealsoexpressedconcernsaboutaccountabilityandsupportingfailingstudents (DuffyandHardicre,2007).Mentorshippreparationandtheongoingdevelopmentofnursementors www.nursingtimes.net/Vol107No21/NursingTimes31.05.1115NursingPracticeReview5key points1Nursesandmidwiveshavearesponsibilitytocontinuallydevelopthemselvesfor professionalgrowthMentorsplayapivotalroleinprotectingthepublicbyensuringstudentsarefit forpurposeandpractice23Itismandatoryformentorstosupportandassesspre–registration studentsinpracticeClinicalplacementsareavitalpartofeducationbecausetheyhelpstudentsto translatetheoryintopracticeSupportingmentorsinformulatingamentorportfoliobuilds confidenceandskills45Reportdigitalneedsupportinbothclinicalpracticeandacademicsettings AndrewsandChilton

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MentorshipInNursing

Mentorshipencouragesself–directedlearning,buildsrelationships,providesemotionaland educationalsupport,encouragesnetworkingandhelpsyoutoreachyourcareergoals.Itallows nursestodirectandparticipateintheirownlearning,growandlearntobeleadersandrolemodels. Itprovidesinstructorsandinstitutionswithapositivestudent–centeredlearningenvironmentwhich enhancessuccess,ishighlysupportiveofnursingstudents/graduatesandprovidesinstructorsand educationalinstitutionswithanopportunitytocreateapositiveandvaluablelearningenvironment (Andersen&Watkins2018).

Coachingimprovesindividualorteamperformanceusingdirectionandinstructiontolearnand buildonaskillorworktowardsagoal....showmorecontent...

However,itisalsopossibleforbodymovementstoconflictwithwhatissaid(Muller2014).

Bypayingattentiontobodylanguage,facialexpressionsandspeechtonesandbeingawareofour ownfeelingsweareabletoexamineourowncommunicationandbehavioursandreflectonhowwe canimproveourselvesThiswillgiveusconfidenceandtobeassertiveincreatingimportantand meaningfulinteractionsandpayingattentiontoourownbehaviour(Raphael–Grimm2014).

Nursesneedtobeabletocommunicateverballysothattheycanprovidetheirpatientswithquality holisticcareandthatpatientsandtheirfamiliesreceiveinformationinaforminwhichthey understandsothattheycanmakedecisionsandtaketheleadroleintheirhealthandwellbeing.Itis equallyimportantfornursestobeawareoftheirownnonverbalcommunication(bodylanguage)as youmayconveythewrongmessagetothereceiver.Nursesalsorequiretheskilltoreflectontheir communicationandpracticesowecontinuouslyimprovethecareweprovidetoourpatients,their familiesandourworkcolleagues(Shapcott&Gault

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Mentorshipcandefinedasapersonaldevelopmentalrelationshipinwhichamoreexperiencedor moreknowledgeablepersonhelpstoguidealessexperiencedorlessknowledgeableperson.A mentorisacollaborativepartnerwhoisarolemodelandmotivatorprovidingsupport,help, enthusiasm,inspiration,andnurturingtheclinicalsetting."Amentorisalsoanactivelistenerwho willprovideasafe,non–judgmental,friendly,andcreativeatmosphereforthenewnurse"(Nursing Mentor,2010,p1)ThepurposeoftheClinicalMentorshipCommitteeistodevelopapositive learningenvironmentfornursesofallbackgroundsandalldifferentlevelsofexperience.My thoughtsarethatitwillnotonlybethementorsandtheirmenteeswho...showmorecontent...

Itcanalsohelpdecreasetheamountofstaffturnaround.EversinceFlorenceNightingaleestablished thenursingprofessioninthe1800's,experiencednurseshavebeentakingamateurnursesundertheir wingsandteachingthemtobecomeindependent,caringandintelligentnurses

BodyofthePaper

Nursingisapracticedisciplinewhichrequiresongoingdevelopmentofknowledgeandskillsin ordertoprovidequalitycaretopatientsInorderforthistooccur,nursesneedtodevelopcertain skillstoadapttoacontinuouslyexpandingknowledge–basedpractice.Alargepartofthelearning processisdoneclinically,whichfornursesrightoutofschoolrequirestheneedforasupervised orientationwithmentorwhowillprovidesufficientandeffectiveknowledgeandskillsthesenew professionals.Atthistimemyfacilityhasathreemonthorientationperiodwherethenewnursesare bouncedaroundforlackofabetterword.Wehaveallbeenapartofthisandarenowintheplace wherewehaveabiggervoiceandwearebeingheardthatthisissomethingthatwecanchangeto notonlyimproveemployeesatisfactionbutcanalsodecreasethecurrentturnaroundratethatis increasingastheyearsgobyTherehavebeenafewofusthathavetossedideasaroundinthepast aboutwhatwecoulddotoimplementthistypeofprogram.Thehospitalnowrecognizesthatgoing fromtheclassroomandacontrolledclinicalsettingiscompletely

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Areviewoftherelevantresearchspecifictothequestionoftheeffectivenessofmentorship programswasconducted(seeevidencesummarytable,AppendixA).Thebulkofthepublished studiesevaluatingtheimplementationandeffectivenessofmentoringprogramsfornewlyregistered nursesdemonstratedthebeneficialeffectsmentorshiphasonjobsatisfactionandretentionrates (Edwards,Hawker,Carrier&Rees,2015;Zhangetal,2015)Sixrelevantsystematicreviewswere identified,withtwoofthereviewsfocusedonthesignificanceofmentoringtopromoteretentionof experiencedregisterednursesaswellastheeffectstudentmentoringhasonempoweringnursing studentsandpromotingtheirgrowthintheprofession(Jokelainenetal,showmorecontent Theresultsofmanystudieshaveshownthepositiveoutcomesthatcanbeattainedthroughthe guidanceofseniornursestojuniornursesthroughmentoring.Althoughtheinterventionsand outcomesvariedinthestudies,therehavebeenseveralsuggestionsfromtheliteraturetosupportthe implementationofmentoringprogramsfornewlyhiredregisterednurses.Aftersynthesizingall availableresearch,theevidenceexiststosuggesttheimplementationofamentorshipprogramfor newlyhiredregisterednurses.Whilethereisalackofspecificevidencebasedinterventions,the importanceofsupportingthenewnursingstaffmustbeaddressedandorganizationsshouldcontinue toexploreandtestinterventionsaimedatmentoringnewlyhirednursing

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NooneenjoysgoingtotheERwhentheyareillorhavingtospendthenightinthehospitalfor observation,butweneverconsiderwhattypeofmentoringwasgiventothenurseassistingus.We arriveatthehospitalassuredthatthepeoplegivingservicehasbeengiventheopportunitytohave thesupportandtrainingtheyneed.Yetweknowhealthcare,healthcareleadership,andhealthcare trainingisconstantlyevolvingNursingeducationisafieldwhereprotocolsandproceduresare taughtprettymuchthesameyettherearenotrueprotocolsformentorsthathelpencourageand supportnewnursesindevelopingtheconfidencetheywillneedtocontrolandconquerchallenges. Researchshowsnursesneedtobedevelopedintwokeyareas"facilitatingstudentsand strengtheningstudentsinclinicalplacement".(Jokelainen,p.2860)Facilitatingstudentscreatea communitywherenursesarenurturedandsupported.Clinicalplacementensuresnursesare educatedandgroomedintoprofessionalsintheirclinicalenvironment.Eachareadealswithcreating anenvironmentwhereanewnurseisgivenstructureandsupportthroughouttheirnewcareer.The reviewof"ASystematicReviewofMentoringNursingStudentsinClinicalPlacement"aimsto focusattentionontherelevanceofmentorshipforveterannursestotrainandassistnewnurses duringtheirclinicalstudies.ThesestudieswereperformedinEuropeanUnioncountriesduringthe yearsof2009–2011.(Jokelainen,p.2855)

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Purposeofthisassignmentistocriticallyevaluateandanalysetheroleofamentorwhichtookplace asapartofvirtualstudentplacementwithinahospitalsetting.Mentorissomeonewhoisa registerednurseandwhocanassessandhelpthestudentswiththeirlearningprocessinapractical area,NursingandMidwiferyCouncil(NMC,2006).AccordingtoBulmanandSchutz(2013), reflectionisanimportantpartofthedevelopmentofnursingskillsandknowledgeInthisessayIam usingChrisasavirtualstudentaspertheNMCcode(2015),confidentialitymaintainedandall identifyinginformationremoved.

Thenursingandmidwiferycouncildescribeamentorasapersonwhohelpsthestudentstolearn andassessthemthroughouttheir...showmorecontent...

Italsosaysthatamentorhastobeapproachable,patient,flexible,andaccessible,havethorough knowledgeandgoodsenseofhumourforbeingeffectivementor.Mentorsareexpectedtobecalm andadaptablewhichmakesthemagoodleadertoo.AccordingtoHodges(2009),therelationshipof thementorandstudenthastobebasedonthetrustAmentorshouldalsodiscussalltheproblems andissueswiththestudentandexpectedtogiveafeedback.

Wintermanetal.,(2014)alsosaysthatmentoringexperiencemustbebasedonplannedlearning activitiesandithasbeinaclinicalsetupasithastohaveanequalweighingontheoryandpractical. Itisalsonecessarythattheypresenttheinformationtostudentinaneasyandsimpleway,sothat theycanunderstanditEverystudentisdifferentandthementorhastounderstandandadaptthe learningstyleofthemtofacilitatetheindividuallearning.AsperWalsh(2010),differentlearning stylesmustbeincluded.Itissaidthatstudentswilllearnmoreiftheteachingisaddressedon individualneedsandbasedontheirabilitywithahumanisticapproach(Hinchliff2009) AccordingtotheStuart(2013),astudentmustspendatleast40%oftheirpracticeundertheirmentor directlyorindirectly.Mentoringofastudentneedlotofplanningandtime,sothatthementorcan observeandgetaclearunderstandingofstudentneeds.NMC(2008)alsoemphasisethatthestudent

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MentoringInNursing

IchosetodomyassignmentonMentoringandCoachinginNursing.Ihavehelddifferentpositions inthefieldforover10yearsandIhaveexperienceddifferentpeople'sreactiontomyage.Ihave hadsomenursesthathavetakenmeundertheirwingsandshowmehowtosucceed.Ihavealsohad othersthatwereintimidatedbymyageassumingIwastheretoreplacethem.Itisunfortunate becauseIshouldnothavetobepenalizedbecauseIstartedyoung,whichwasthecasemostofthe time.Becauseofthosenegativeandpositiveexperiences,ImadesurethatwhenIhademployees belowmeorsomeoneIhadtotrain,IdidsoinamannerthatIknowIappreciatedwhenIwasin theirposition"Whilementoringwasperceivedtobe'support'andcoachingshowmorecontent Notonlyinordertocreateahealthyworkenvironmentbutitallowsformoreeffectivetraining,as wellas,moldingqualitynurses.Mentoringandcoachingdoesn'tonlypertaintonewnursesorstaff itcanalsobetosomeonewhowantstochallengetheirskills."componentsofacoachingmodel includerelationshipbuilding,problemdefinition,problemsolvingandtransformation.Nursescan formacoachingrelationshipwithmanagersandexploreleadershipdevelopmentconceptssuchas emotionalintelligenceanditsinfluenceonothers,andfitofpersonalstylewithorganizational culture.Atthepeertopeerlevel,throughthenursingstudentplacementprogram,experiencednurse preceptorswillcoachnovicenursepreceptors."(Bhimani,H.2014)AgreatwayIthinkthis frameworkwasusedwasinmylastclinicalrotation.Manyoftheirnurseswereveryopentohaving students,grantedmanywerealsoclinicalprofessors,butitmadeamajordifferenceManyofthem werealsonewernursesthemselvesandtheothergoodnurseshadaMaster'sDegree.Thatwasjust someofthepatternsInoticed.Theonesthatweren'tgoodatalljustseemedlikenoonetruly enjoyedworkingwiththem,soitwasmainlyanattitudeproblemWhatIlikedaboutmyclinical sitewasthattheyhadan"ExitSurvey"whichallowedustobehonestaboutourexperience.What madethegoodnursesgreatpreceptorswasstatingtheirexpectationsatthebeginningandtouching basewithusthroughouttheday.Theyallowedustoactuallyworkinsteadofsaying"sorrywejust don'thavetimerightnow."Mentoringandcoachingstartsfromthebasicsinschool,whenyouhave peoplethatmakeadifferenceyourememberthatandwanttodothatforothersNursingisabout developing,adapting,evolving,andworkingwithothers.Itisalifelonglearningprocessand everyonecanlearnsomethingfromothers.It

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Amentorisafacilitatorwhoempowerspractitionersanddrawsthemtolearnforthemselvesby reflectingonpractice(Fish,2012).Aftermentoringstudents,thisassignmentwillgivemethe opportunitytounderstandwhatamentoris,aswellastheimportanceoftheroleinsupporting studentsthroughtheirjourneyinbecomingaregisterednurse.ReflectinguponmyexperienceIwill progresstodiscusshowIfacilitatedlearningbycreatinglearningopportunities.Literaturewillbe reviewed,consideringwhattheoriesunderpinmentorshipinordertofacilitatemyownlearning GivingnegativefeedbackisanareawhichIfeelinexperiencedin,thereforeIwillexplorethisarea todevelopmyconfidenceforfuturestudents.IncompliancewiththeNursingandMidwifery Council(NMC)(2008),Imustfacilitatestudentsandotherstodeveloptheircompetence.Asa nurse,Ihaveaprofessionaldutytobecomeamentor.Anderson(2011)describeseffective mentorshipasanecessitytoensurestudentscanprogresstocompetentnursesSupportingthe learninganddevelopmentofastudentnurseisanintegralpartofbeingaqualifiednurse(Caseyand Clark2011).Fulton(1995)explains;toenablelearnerstolearnthroughpractice,mentorsneed skills,abilitiesandcapacityto(re)constructtheirownknowledgeforthemselvesandeachotherby thinkingandreflectingtogether.Hand(2006b)statesthateducationisanimportantcomponentof thenursingroleandthequalityof

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MentorshipinNursing

Mentoringhasbeenestablishedinavarietyoffieldsformanyyears.Withinnursing,theterm 'mentor'denotes"Anurse,midwifeorspecialistcommunitypublichealthnursewhofacilitates learningandsupervisesandassessesstudentsinapracticesetting",(NursingandMidwiferyCouncil (NMC)2005).Theessaywillexploretheroleofthementorinthefieldofnursing,withpersonal reflectionontheauthorsexperienceasamentorinmycurrentroleasacommunitymentalhealth nurse(CMHN).Thementor–menteelearningrelationshipwillbeexploredandtheapplicationof teachingandlearningstrategieswillbeexamined.

Theessaywillalsodiscusstheresponsibilityofthementorinrelationtoself,othersandthe professionalshowmorecontent

Thesettingwherelearningisvaluedwouldbeonewherethementorhasamanageableworkload andissupportedbytheirmanagerinplanningtimetoteachandassessothersaspartoftheirrole (Eaton1999)Unfortunately,personalexperiencedoesnotmirrortheoreticalguidelinesasin practice;nursesarefrequentlyexpectedtomanageacaseloadatfullcapacityinadditiontocarrying outmentorshipresponsibilities.Researchwouldsuggestthatthisissueisnotuniquetothepractice area(AllenandSimpson2000).Arguablythismatterisonethatshouldbenegotiatedbetween mentorsandmanagersinorderthatthementorandstudentfeelvaluedandencouragedtoengagein theprocess

Thephysicalenvironmentwhereteachingandlearningtakesplaceintheplacementareacanbe variedandconsequentlysomewhatdifficulttomanipulateinordertoachievethebestresultsItis frequentlyinaclient'shomeorinthecarinbetweendomiciliaryvisits,butcanalsobeatthe hospitalwhereoutpatientreviewstakeplaceorevenoutinthecommunity,inalocalcafeteriaor leisurecentre.Withinthisarea,learningopportunitiesarenotalwaysaseasilyorganisedduetothe constantchangeinthephysicalenvironment.

Itisalsoregardedasimportantthattheplacementareashaveadequateresourcestoenhance knowledgeattainment.ElyandLear(2003)advocatethat

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MenteeMentoringInNursing

Mentoringisacrucialprocessinnursingthatinvolvesexperiencednursesorientingandfacilitating acclimationofnewnursestotheirnewrole(Takvorian,2017,para.1).Theprocessofmentoring involvesthementorguiding,teaching,coaching,directing,andinspiringthementee.Trustand respectaretwoofthemostimportantcomponentsinamentor–menteerelationship.Successofthe relationshipisdependentonbothpartiesMentorsareexpectedtoactasrolemodelsandleaders whilemaintainingtheprofessionalroleandrelationshipwiththementee.Maintainingopen communication,beingreadytolearn,andanalyzingtheprocessesareallexpectationsthatthe mentorhasforthementee(Barker,2006,p56)Ultimately,thementorand

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TheNursingandMidwiferyCouncil(NMC)definestheroleofamentorasanursewithspecific trainingwhoisabletofacilitatelearning,andsupportsandsupervisesstudentsinapracticesetting (NMC2008).Mentorshipplaysanintegralpartinthenextgenerationofpractitionersandnursing professionalsplayavitalroleinguidingaprocessthatallowsthetransferenceofknowledge,skills andattributesfromhealthcareprofessionalstothestudentstheyareworkingwith(EnglishNational BoardandDepartmentofHealth2001).Thisassignmentwillcriticallyreviewthekeyissuesforthe preparationofaneffectivelearningenvironmentandappraisetheopportunitiesandchallenges experiencedwhenfacilitatinglearninginpracticeshowmorecontent

Thisexperiencepreparesthestudentfortherealitiesofprofessionalpractice,acquiringthe knowledgeskillsandattributestobecomeasafe,competentpractitioner(Mcallister2001,citedin Midgley2006).Educationalauditsbytheclinicalleaduniversitiesmonitorclinicallearning environmentsfortheirappropriatenessoflearningprovision,enablingthewardtofacilitatechange ifnecessarytoensurecontinuingsuitabilityasaclinicalplacement(NMC2008)Mentorshavean importantroleinensuringtheacquisitionofknowledgeobtainedatuniversitytranslatesinto competencyinpracticeanddoesnotleadtothe'theorypracticegap'describedbyCopeetal(2000).

Mentorshavetoconsolidatetheknowledgetaughtinuniversityintopracticeinthelearning environmentandallowthestudenttoreflectontheirperformanceandexperiences.Mentorsnow havetobeawareoftheNHSInstituteforInnovationandImprovement,NHSleadershipQualities Framework,whichgivesmentorsclearinstructionsabouttheirresponsibilities(KinnellandHughes 2010).However,meetingtheserequirementsalonewillnotmakeanurseasuccessfulmentor. Mentorshavetoplanandprovideappropriateopportunitiesforteachingandlearningactivities,with clinicalexperiencetoachievelearningoutcomesanddevelopprofessionalcompetencies(Chounand Suen2001).Thiswillenablethemtoassessstudentsperformance,

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EssayaboutMentorship:NursingandSamantha

Thisassignmentaimstocriticallyevaluatethefourkeyprofessionalrequirementsformentorship practice.TheassignmentendeavourstoreflectonclinicalpracticewithSamanthaathirdyear studentnurseonherfinalplacementintheEmergencyDepartment.Theassignmentaspiresto criticallydiscussdifferenttheoriesofadultlearningrelatingtoSamantha'spracticalandacademic experiencesThepositiveandnegativeaspectsofeffectivelearningenvironmentsareidentifiedand discussedmakingrecommendationstoimprovethecurrentlearningenvironment.Theassignment criticallyanalysestheaccountabilityofthementorinrelationtotheassessmentofthestudentand thestudent'sprofessionalgrowthanddevelopmentshowmorecontent Thereforethisimpliestoteachthestudenteffectivelythementorneedstoensurethestudentis relaxedandateasewiththecurrentsituation.Psychologistsstudyingbehaviourbelievethe environmentisfundamentaltolearning(Hand2006).Hinchliff(1999)demonstratesavarietyof factorsincludingtheenvironmentcanaffectlearning.Price(2004)statesitistheresponsibilityof theclinicalpracticestafftocreateanddevelopanenvironmentwhichisconducivetolearningDunn etal(2000)definealearningenvironmentasanetworkofforceswithintheclinicalsetting influencingthestudent'sclinicallearningoutcomes.Thissuggeststheclinicalenvironmentshould beconstantlymonitoredtoensureitprovidesappropriatesupportandexperienceforlearners.Ali andPanther(2008)argueagoodlearningenvironmentencouragesstudentstoaskquestionsand clarifyinformationtoavoidmisconceptionsInrelationtoSamanthatheauthoraskedifshehadany questionsorqueriesfollowingeachassessmentorintervention.Inrelationtothelearning environmentPrice(2004)advocatesconductingastrengths,weaknesses,opportunitiesandthreats analysistoevaluatethelearningenvironment(seeappendixb)Theauthorconsidersthe environmentofA&Etobeanexcellentareaforstudentstospendtimeinduetothevarietyof patientsandclinicalconditions.Price(2004)feelsthe

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TheNursingandMidwiferycouncil(NMC)standardsofproficiencyforpre–registrationnursing education(2010)setsoutexactlywhatstudentnursesmustachievetoenableregistrationontothe firstpartoftheregister.AnotherNMCpublication;Standardstosupportlearningandassessmentin practice(2006)laysoutwhatapostregistrationnurserequirestofulfilinordertoformallyassess studentnursesThesetwosetsofstandardsmakeitclearwhatisexpectedofbothstudentsand mentorswhenlearningintheclinicalenvironment.Thismakestheprocessofmentoringsound simple,however,therealityofworkingonabusywardcoupledwithstaffingshortagesandlow moralemakesthisacomplexandchallengingtask(Ref)Asashowmorecontent

AnothertoolthatIwillutilisenexttimeistheuseoflearningcontracts,evidenceshowsthatself–directedlearninginadultscanbebeneficial(Bailey&Tuohy2009).Thiswouldalsoprovideme withastructuretofollowfortheinterviewkeepingmefocussed.Continuingwiththerelationship theme,suchistheimportancethattheyhaveonthelearningprocessitis,therefore,not presumptuoustoassumethatworkingtimebetweenthestudentandtheirmentorsisessentialin allowingarelationshiptogrow.Tobackthisup,Castledine(2006)infersthatthementorship programmeisfailingstudentnursesonavarietyoflevels,pointingoutworkingtimeorlackofwith mentorsasamajorfactor.Myfirstprioritytherefore,wastoensurethatthestudents'shifts coincidedwiththemajorityofmine.Ihadaoneweekholidayplannedduringthestudents' placement,however,Ifeltthiscouldbebeneficialastobreakuptheconstantworkingpatternwhich maystiflethestudentandmyownexperience.ThiswouldstillfulfiltheNMC'sminimumof40%to bespentwithmyselfasthementor.Ialsofeltthatthecontinuitywouldallowtherelationshipto growbetweenmyselfandthestudent

Relationshipstransitionthroughthreephases,theinitiationphase,theworkingphaseandthe terminationphaseaccordingtoCahill(1996).Theinitiationphaseiswhenbothpartiesfigureone anotheroutandhelpeachotherout.Theworkingphaseisthe

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