...MENTORSHIP IN HEALTH CARE SETTINGS Section 2: Role of the Mentor Critically analyse the role of a mentor, refer to the different aspects of the role and link analysis to specific requirements and standards for mentorship for your profession. Forefront Several definitions of the role of a mentor have evolved over the years, for a variety of 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...
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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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...Case Study Discussion: Role of Vision at Mentor Graphics 1. How would you describe the way vision was used at Mentor Graphics? This analysis can help students understand why vision is necessary and how it can be best created. Discussions in this area look at the way vision was initially used to interpret Mentor Graphics position and role in the marketplace. Later on, the vision became a reflection of market “fads” and had no real use or meaning – this is an important point to realize. The less useful the vision became the more distanced employees and customers felt from the organization. 2. Did it strengthen or weaken the company? How? Why? This question asks students to highlight positive and negative aspects of the visions used at Mentor Graphics. Although some may view the changing vision as having strengthened or weakened the company there are arguments for both sides. Removing the focus from the core competencies weakened the company’s vision. This resulted in management not being able to make sound business decisions. Using a consultant may have also weakened the identity of the organization for employees by removing them completely from the process of creating the vision. It strengthened the company by eventually renewing focus on the core business at Mentor Graphics and where they wanted to be. The process of creating a new vision led the organization full circle and re-emphasized why they are in business. 3. Of the reasons covered in this chapter...
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...Roles of Vision at Mentor Graphics Strayer University 25 May 2012 Discuss the way vision was used at Mentor Graphics. The intentions were good but the process included the creation, which was good then as time passed it became vague and even more confusing and ultimately the vision came back to what the original vision was. Mentor graphics was formed in the early 1980’s and since that time has had over seven different visions. The visions had been used as a guide to decision-making and referenced what their future should be. One of the visions was “Beat Daisy.” This was what they wanted their future to be and they successfully did “Beat Daisy.” The new vision was developed based on “Six Boxes,” which represented the six different businesses in which they sought market leadership (Palmer, Dunford, Akin 2009). “Six Boxes” became the company mantra until one of the businesses stopped paying dividends. “Six Boxes” couldn’t shut down and was left with a “Five Boxes” vision. The next vision was then developed, the “10X Imperative”. “10X Imperative” mirrored the push other companies were making toward quality through six-sigma programs. In 1989 yet another vision emerged: “Changing the Way the World Designs Together” (Palmer, Dunford, Akin 2009)). This was depicted as “the final extension of vision creep that began with “Six Boxes”. Evaluate whether the vision strengthened or weakened the company. Support your...
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...Mentor Graphic’s vision has its pros and cons element. During times it did help to strengthen as we could see it was used to beat Daisy Systems. At first the development of short term vision helped the organization to meet effectively realize it short term objectives. The company was able to overcome competition which was necessary in order to ensure sustainability of the business. The new visions might have helped the organization in realizing its short term and medium plan goals. The use of vision at Mentor Graphics actually strengthened the company in the short run but other problems emerged in the long run. This means that the changes in the vision were not strategic enough to implement a permanent strategy that enhance long terms benefit. The vision content is very important in terms of determining the general focus of the company. In this case, the content of the vision was variable and this led to loss of the original focus of the business. One of the reasons why visions may fail is lack of strategic focus. It is very important that the vision be in accordance with the main 2 focus of the business. Once its constrasting with the goals and objectives of an organization, that vision is doomed to fail. In this case, the visions were being changed without consideration of the main focus of the business and this led to failure until the main foucs of the business was considered at last. Another reason is the vision is lack of specificity because lack of it may...
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...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 role of mentoring as being a way of helping another...
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...Mentoring and Coaching. Many FE institutions and Initial Teacher Training programmes now include mentoring and coaching support as part of their provision. The purpose of this review is to firstly establish a clear definition of the term mentor and coach, and ask why it might be important to establish a shared understanding of the terms. Secondly, to ascertain why mentoring and coaching has become so popular within further education. Thirdly, to identify how to best implement mentoring and coaching schemes into further educational settings, and finally to develop criteria to critically analyse the mentoring policy and procedures of one further education college and my own practice. Definition. Establishing a clear definition of the term mentor and coach from the literature reviewed is not a simple task; opinions differ depending on the context in which mentoring takes place and the individual perceptions of those involved. Adding to this confusion is the way the literature often uses the terminology of mentoring and coaching interchangeable with little or no agreement on their meaning. (Brockbank and Mcgill, 2006 p8) This may explain why there are so many different approaches to mentoring practice and why the concept of mentoring has altered over time. (Woodd, 1997, p4) One way the literature attempts to distinguish between the terminology of mentoring and coaching is by placing mentoring and coaching at opposite ends of a person/task focused continuum. With coaching...
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...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 to ensure it provides appropriate support and experience for students and responds to the changes that take place. The mentor could...
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...Introduction This assignment is a reflective critical evaluation of key requirements for professional mentorship in practice. The author will demonstrate an understanding of the key theories underpinning facilitating learning that integrates students’ practical and academic experiences; identify, and show an understanding of the key positive and negative features of the authors learning environment and suggest improvements; and finally the author will critically analyse their professional accountability as a mentor and how that applies to practice and the student’s growth and development. Reflection of practice will be undertaken throughout the assignment to identify the author’s areas for improvement of self-performance and knowledge. To facilitate the above, three learning activities were undertaken in relation to mentorship in practice, alongside mentorship of a student nurse in the clinical environment, under the supervision of a qualified mentor. The clinical area in question is a busy district nursing team of 10 members situated in a deprived area with a large varied caseload of patients. The student nurse under supervision, Maddie, is a second year on her third placement with previous experience of medical and surgical nursing wards and has never worked in the community. She had a bad experience on her last placement so is lacking confidence and is very nervous. The first activity undertaken was the construction of a learning contract...
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...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 to ensure it provides appropriate support and experience for students and responds to the changes that take place. The mentor could...
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...Mentoring has been established in a variety of fields for many years. Within nursing, the term ‘mentor’ denotes “A nurse, midwife or specialist community public health nurse who facilitates learning and supervises and assesses students in a practice setting”, (Nursing and Midwifery Council (NMC) 2005). The essay will explore the role of the mentor in the field of nursing, with personal reflection on the authors experience as a mentor in my current role as a community mental health nurse (CMHN). The mentor-mentee learning relationship will be explored and the application of teaching and learning strategies will be examined. The essay will also discuss the responsibility of the mentor in relation to self, others and the professional agenda and will analyse current assessment procedures for nursing students. Following a student journey, the essay will consider how the mentorship process can be improved in the clinical practice environment. In recent years, the National Health Service has undergone huge modernisation and consequently, the preparation of nurses for the future has changed to reflect its new principles. The change in organisational and educational philosophies in teaching nursing has lead to a search for effective strategies that are directed towards making the most of human potential and learning in practice. The clinical experience of nursing students is widely acknowledged as being one of the most important aspects of their educational preparations...
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...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 reason that after two years as a qualified staff nurse I have enrolled on the mentorship course. As part of the course work two teaching...
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...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 and friendly enabled us to maintain a trusting relationship conducive...
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...termed as mentor – to a comparatively less senior person in the organization. Through mentoring professional knowledge and experience is transferred to a less experienced person (Hirschfeld, Thomas and Lankau, 2006). The goal of mentoring is to assist the mentee in personal and professional development. Learning and development in organizational contexts is closely associated with the concept of mentoring. Mentoring brings the values and practices focusing on continuing education and links integrated transmission of knowledge through a special link between two persons. Mentoring is an interpersonal relationship providing support, exchange and learning, in which an experienced person invests its ability and expertise to promote the development of another person to enable him to acquire skills and achieve career goals (Holmes, 2008). The mentor is an experienced person who has the confidence and wisdom to promote the transfer of its assets to others less experienced. A mentor is motivated and willing to offer their skills, knowledge and vision of life to a younger member of the organization to support attainment of personal and professional development goals (Gentry, Weber and Sadri, 2008). The mentee is a person in search of personal and professional fulfillment. The mentoring relationship is characterized by openness to others, reciprocity and volunteerism. An important distinction to be recognized is that a mentor is distinct from a coach. In contrast to a coach, a mentor is usually...
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...The progress on my research paper is a work in progress. As I write my research paper, I find that I am having a difficult time focusing and being able to put my thoughts on paper in a comprehendible way. Today, however, has been the most productive day for me as far as homework and writing, since the arrival of my daughter. Sleep deprivation is definitely taking a toll on my body and mind. Two interesting facts I have found so far on the benefits of mentoring comes from an article I found in Police Chief Magazine, Institutionalizing Mentoring in Police Departments, written by Harvey Sprafka. Sprafka discusses the difference between a Field Training Officer (FTO) and a mentor. Sprafka describes the roles as “distinct yet complementary”....
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