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An essay discussing and analyzing issues that influence the nurse’s role as a teacher in clinical practice

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Paul B.
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  1. Introduction
  2. Definition of the term mentor
  3. The practitioners' role as mentor/supervisor
  4. Characteristics of effective mentors
  5. Things to consider while allocating a mentor
  6. Mentor's role increasing the student's abilities
  7. Mentor's teaching style
  8. Importance of feedback
  9. Conclusion

This assignment will discuss the nurse's role as an educator in clinical practice and the factors that influence it. It will focus on two scenarios faced by the student nurse and will reflect on the issues raised. This topic has been chosen as the nurse has an interest in mentorship and education for her future practice. It will review and discuss relevant literature relating to the subject and reflect on the nurses own experiences in clinical practice. The factors that enhance and inhibit the learning environment and suggested actions to improve clinical learning will also be discussed.

[...] Harper, J Releasing the Nursing Knowledge Embedded in Nursing Practice Through Mentorship, Reflection on Practice and Clinical Supervision. [Online] London: Journal of Clinical Nursing. http://www.nursing.gr/LHarper.pdf [03/10/07] Hinchliff, S The Practitioner as Teacher. 3rd ed. London: Churchill Livingstone. Lanser, E Reaping the benefits of mentorship. Healthcare Executive 18-23. Letizia, M and Jennrich, J Supporting our new colleagues: mentorship in medical-surgical nursing. AORN Journal 540. McBrien, B Clinical Teaching and Support for Learners in the Practice Environment. British Journal of Nursing 55-59. [...]


[...] The student should be helped to obtain a sense of belonging and being in control as theory suggests that when the student feels like an outsider, performance level drops and attitude becomes morose (Fawcett 2002). In practice this may be difficult to facilitate due to shift patterns and the availability of a chosen mentor, and also the confidence of the student to say who they would prefer to be mentored by. By allocating a mentor it was not taken into consideration that the mentor was often in charge of the ward. [...]


[...] It is now a requirement that mentors should provide feedback about the effectiveness of learning and assessment in practice (NMC 2006a). Feedback should be given in private (RCN 2007), as this would prevent other people from seeing and hearing the discussion and potentially embarrassing those concerned (Pearce 2004). The mentor gave the nurse feedback on the ward at the nurse's station. Upon reflection, this was not the most appropriate environment to carry this out, as there were distractions and potential interruptions which made the student nurse felt a little rushed. [...]

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