The following discussion will attend to review the different aspects of the mentorship role. The main points of focus will be on identifying learning needs, a discussion of the role model, the environment and how it impacts upon learning, the prevalence of research to support practice and culminating in the procedures used for assessment of student. Other subjects will also be included such as defining what a mentor is and the policies that have been put in place to guide this practice. The location that encompasses much of the reflection is of a community-based mental health team.
The Nursing and Midwifery Council (2007) see a mentor as being a registered nurse who is responsible for both the learning, supervision and assessments of student nurses placed under their care.
[...] London, NMC Pellatt (2006) The Role of mentors in Supporting pre-registration nursing Students. British Journal of Nursing. 336-340 Practice Education Group (2006). Mentoring. A resource for those who facilitate placement learning. Version 2. School of Health and Social Care, Oxford Brookes University, Oxford Quinn (2000) Teaching and Learning in practice placements, in Downie, C and Basford, P. (eds.) (2000) Teaching and Assessing in Clinical Practice: a reader. London: Greenwich University Press. Reece & Walker (2003) Teaching, Training and Learning: a practical guide. [...]
[...] Open and honest communication combined with a flexible approach should surmount any obstacles however, it must also be recognized that in some cases this may not be possible and appropriate action should be taken to ensure the integrity of the profession for years to come. It is a dynamic process that best evidence reflects should be multifaceted, but it should also be recognized that it provides opportunities for all those involved to develop. I enjoyed my time mentoring my student and also very much enjoyed the accompanying role in being mentored myself while preparing to take on this role. [...]
[...] This is seen as being imperative as the future of the profession in both its integrity and knowledge are in the hands of students currently training to become nurses (Hand 2006). Assessment can take the form of being either summative or formative. The former is the principle of the learning contract and determines a graded performance, even if this is a pass or fail. The formative assessment adopts a more informal manner with the mentor taking on the role of an adviser and often involves ongoing information and discussion (Nicklin & Kenworthy 2000) Whilst there are a variety of methods for assessing practice, Corner (1991) asserts that using a triangulation model, and at least three different methods of assessment, can most effectively be used as best evidence for this purpose. [...]
[...] The student had reported that they had felt comfortable in observing this without having to play an active role in something they felt unfamiliar with. They were also given the opportunity to examine their own knowledge during the discussion following the assessment. A positive tone was taken during this time and the focus was on enhancing knowledge rather than identifying mistakes or inexperience. Darling (1986) spent some time looking at the skills of a mentor in creating the learning environment. [...]
[...] He saw it as the ideal way for beginners in a profession to take their own knowledge and, under the guidance of a more experienced practitioner, apply this knowledge to practice (cited in Ferraro 2000). As mentioned above it is also imperative in the evolution of evidence-based research. Schon's work is underpinned by two theorists. The first is Dewey who saw reflection as directed and controlled by a purpose and the second is Habermas who saw it as a tool used in the development of particular forms of knowledge, and that it was selective (cited in Moon 2000). [...]
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