...good majority of my students were in the clueless stage of college where they didn’t know where to look or what to do when it came to looking for resources for what they needed. I learned that when I used my experiences to give my students advice, they typically took advantage of it. For example, one of my students was struggling in Math and seemed like he was still in a high school mentality, so I gave me resources and advice, which he received thankfully. I realized that as long as I was real with them, they appreciate my advice and actually took my tips and pointers into consideration. What additional skills do you feel you still need to cultivate to become a better mentor? I feel like I need to keep my word and be more punctual when it comes to serving my students. Sometimes I noticed that I made a...
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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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...What Mentor and mentee say about each other With support we developed goals, skriv om smart My mentee and I are communicating regularly by email, and have arranged to have a conference call. Aim of the call will be for us to discuss his career aspirations, and how we can best structure his CV to help him get interviews with the employers he is aiming for. I am really enjoying supporting him, and would be happy to support other young professionals through the SPE eMentoring program - it really is a great idea. T.C., Managing Director, Germany My mentor program is going very well. We have been in contact at least 2 times a week. We are getting to know each other well and he has asked some very good questions. My mentee is in his first years of Petroleum Engineering at Indian School of Mines. It is great to be able to coach and guide him. S.J., Senior Superintendent, USA The mentoring relationship I have with my mentee has been very successful thus far. My mentee contacted me via email within a week or two from the whole process commencing and we are in contact on a weekly basis. My mentee is very enthusiastic about the oil & gas industry and has asked a lot of questions about my chosen career, the Australian O&G industry and even Australia as a whole. I am very happy with the way things are progressing and I hope to give my mentee the help & motivation that they require to continue their studies and find work. M. S., Petroleum Engineer, Australia ...
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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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...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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...mentoring program. I personally would base my mentoring program around the auto industry. With the auto industry I would begin with all the front line supervisors. I first feel a mentor is a good coach that is able to teach a specific skill to others no matter what their background knowledge is in the area. Also I feel a good mentor must challenge the mentoree and take them out of their comfort zone. In designing a mentoring program my main focuses would be make everyone familiar with the organization's norms and culture, the mentor must show the mentoree the company culture, the mentor must demonstrate honesty, integrity, respect, and most of all responsibility. In addition the mentor must show the mentoree how to take ownership, demonstrate effective communication skills both verbally and nonverbally. I have always felt communication is key principle to success. In any business, program or situation there can never be enough communication. A mentor will help develop the mentoree through guidance, feedback, and occasionally an insistence on a particular level of performance or appropriate direction. When establishing a mentor program you must also look at the mentor. There are a few things I would look for and expect in my program from the mentor, such as the mentor must be a career focused individual, this person must have a good attitude no matter the situation, willing to listen and think outside of the box. Anyone can be a mentor to almost anyone, the key is the person must...
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...2 The effective mentor Key points r There are many aspects to the role of the mentor r A student’s welcome and induction is crucial in setting the tone for the placement r Active listening is a key skill in forming effective working relationships r The concept of toxic mentoring is a useful guide as to how not to do it! NMC 2008 Domains and outcomes for a mentor related to this chapter Establish effective working relationships r Demonstrate an understanding of factors that influence how students integrate into practice r Provide ongoing and constructive support to facilitate transition from one learning environment to another r Have effective professional and interprofessional working relationships to support learning for entry to the register Create an environment for learning r Act as a resource to facilitate personal and professional developments of others Context of practice r Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care Leadership r Be an advocate for students to support them accessing learning opportunities that meet their individual needs – involving a range of other professionals, patients, clients and carers r Prioritise work to accommodate support of students within their practice roles The effective mentor 17 The many roles of the mentor According to Homer’s Odyssey circa 800 BC, Mentor was the name of the person Odysseus asked to look after his son whilst he was...
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...Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing...
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...upon my teaching experience with a student nurse during an 11 week practical placement within the primary care community setting. I will analyse my mentor role within the context of care and in promoting evidence based practice in relation to the teaching experiences. I will appraise the learning and teaching strategies I used during the placement. I will also detail how I assessed that effective learning was taking place for my student and how she was integrated into the clinical setting. I have been a Nursing care practitioner working in the community setting caring for patients predominantly in their own homes and clinic settings for over 10 years. I have developed many, varied, transferable skills. I have buddy mentored many students and embraced the opportunity to progress to becoming a qualified mentor. I would consider one of the most important aspects of a students training is the clinical or practical placement during which many skills are learnt. Walsh (2010) p1, states all qualified nurses have a duty via their code of professional conduct to pass on their knowledge and to effectively mentor students. Since commencing the Certificate of Achievement in the Assessment of Professional Practice I understand what it takes to become an effective Mentor, understanding the teaching and learning theories, examining the concepts of learning styles and its application in the mentoring process. Upon the completion of the mentorship course I will have met the NMC mentor standards...
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...but also rewards. There have been many attempts at defining the concept of mentoring, but for Nathalie Gehrke, author of “Towards a Definition of Mentoring”, none seem to fully embrace the essence of the concept. Gehrke started out with this initial definition: “A mentor acts as a coach, much like in athletics, advising and teaching the political nuts and bolts, giving feedback and rehearsing strategies” (Gehrke, 1990, p.190) .The best way to define a mentor is to experience the mentor/protégé relationship The relationship with the mentor inspires employees to seek new questions, not answers. Loading...The greatest gift a mentor can do for a protégé is offer a “new and whole way of seeing things” (Gehrke, 1990, p.192). Mentoring is a fluid and ever changing concept. There are no rules to define it. The insights, knowledge and services provided by the mentor are nothing short of a gift. The nature of the mentor-protégé relationship is something of a phenomenon (Gehrke, 1990). This relationship encourages more than just a worker to worker bond. Families and even Loading...communities arise out of the mentor-protégé relationship (Gehrke, 1990). The words fellowship, community and heritage are apt descriptors of the mentor...
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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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...assignment is to demonstrate that I can through critical reflection, evaluate my performance as 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...
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...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 after the event, allows the practitioner to revisit an experience with the intention of...
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...CLINICAL PRACTICE EXPERIENCE Introduction My reflective clinical practice experience was based on my eight weeks placement in an acute mental health ward in a hospital. I was not sure of what to expect because I have never worked or placed in an acute ward and this was my second placement. Before starting my placement, I visited the ward and was inducted around the ward. This gave me a bit of confidence and reassurance about working in an acute ward. Reflection is a process of learning from ones experience (Spalding, 1998). The objective of my experience is to show the positive effect of using therapeutic communication skills with patients. Therapeutic communication can be described as a face to face technique of forming a rapport between a nurse and a patient that focuses on advancing the psychological, physical, social and emotional well-being of the patient. It usually involves providing health education and the use of strategies that give confidence to a patient to communicate feelings and ideas and that conveys acceptance and respect. Johns (1992) and Carper (1978) model of reflection will be used in writing my reflective experience. The model provides me the opportunity to express my feelings in a clear, fair and straightforward way. In the first week of my placement, I was assigned a mentor. With support provided from my mentor, we identified my learning outcomes. One of my learning outcomes is to provide support to three identified patients under my mentor as their primary...
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