Education and Mentor Essay

The aim of this assignment is to demonstrate that I can analyse a learning event I have planned, implemented and evaluated and meet student learning needs. This will include a plan that will evaluate my performance as a mentor to a student 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. The council identify eight mandatory standards that must be achieved to become a mentor.

Within the assignment I shall be referring to the Standards to Support Learning and Assessment in a clinical practice. Initially I am required, with my mentor, to agree an action plan for the duration of the module. This will guide my learning activities in the clinical area and will highlight any support I need. We will work together and meet on arranged days in order to review and discuss my progress. We are both aware a formative assessment is to be submitted. I should also work towards a reflective diary which compromises of an initial action plan, six mentorship activities, a mid way review and final review.

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My role as a mentor to a nursing student will be evaluated, through looking at the way she is supported on the ward and also how I facilitate this. I will critically reflect upon my teaching with a first year student nurse during a urine dipstick analysis. I will explain how I identify my students learning needs and how I develop a positive learning environment. I will analyse my role within the context of care and also promote an evidence-based practice in relation to the teaching session. I will appraise the learning and teaching strategies I have used.

I will also examine how effective the teaching plan and teaching session have been. I will reflect on what I have learnt as a result of this teaching session. I will also make recommendations for my future practice as a mentor. I will refer to relevant policy and professional literature as well as relevant educational theory throughout. It is anticipated that the mentor in the clinical area bridges the gap between theory and practice. The mentor should be able to demonstrate a non-judgemental attitude, have good interpersonal skills, be encouraging and have good contacts (Chambers and Wall 2000).

I have to help the student to assess their personal learning styles and preferences during the first meeting, so that an appropriate teaching plan can be devised. In order to do this, I will utilise the questionnaire devised by Honey and Mumford (1982) and work with the student to identify whether they are activists, pragmatists, theorists or reflectors. To become a better mentor I must continuously assess my own personal strengths and weaknesses, as well as the strengths and weaknesses of my teaching plans.

This I will ensure by carrying out Eaton & Howard (2004)’s SWOT (strengths, weaknesses, opportunities and threats) analysis evaluations after my teaching sessions and work with more experienced mentors on my ward. As part of the ongoing process it is important that I improve and gain confidence in my mentoring abilities with each student.

REFERENCES

Andrews, M. D. Roberts. 2003. Supporting students nurse learning in and through clinical practice; the role of the clinical guide. Nurse Education Today. 23. 474-481 Cahill, H. A. 1996. A qualitative analysis of student nurses’ experiences of mentorship.

Journal of Advanced Nursing 24: 791-799 Duffy, K. 2004. Mentors Need to Learn to Fail Students. Available from http://www. nmc-uk. org/nmc/main/home (12h Dec 2007). Eaton, A and S. Howard. 2004. Evaluating Learning and Teaching. In: The Practitioner as Teacher, edited by S. Hinchcliffe. 3rd ed. Edinburgh: Chrchill Livingstone. Gopee, N. 2008. Mentoring and Supervision in Healthcare. Los Angeles; London: Sage Publications. Honey, P. and Mumford. 2000. The Learning Styles Helper’s Guide. Maidenhead: Peter Honey. Kolb, D. 1984. Experiential Learning as the source of Learning and Development. London: Prentice/Hall.

NMC. 2004b. Standards of Proficiency for Pre-registration Nursing Education. London: NMC NMC. 2008. Standards to support learning and assessment in practice. 2nd edition. London: NMC Pulsford, D. et al. 2002. Are mentors ready to make a difference? A survey of mentors’ attitudes towards nurse education. Nurse Education Today. 22, 6,439-446. Rogers, A. 2002. Teaching Adults. 3rd edition. Buckingham: Open University Press. Rogers, C. 1983. Freedom to Learn in the 80s. Ohio: Charles Merrill. [pic] Watson, S. 2000. The support that mentors receive in the clinical setting. Nurse Education Today. 20,7,585-592.

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