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The mentorship role in the nursing profession

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  1. Introduction
  2. The Nursing and Midwifery Council
  3. The role of a mentor
  4. The androgogal theory
  5. Learning theories
  6. The initial orientation phase
  7. Defining the learning contract
  8. Defining self awareness
  9. Evidence-based practices
  10. The concept of reflective practice
  11. Process of assessment
  12. Conclusion
  13. References

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. [...]

[...] Council set down in 2007 were the individuals who I felt I learn the most from, and from whom I set the standards for my own practice. Prior to attending a preparation for mentorship course I had had a great deal of contact with students, involving both one-to-one teaching, supervising and supporting. This had occurred in three different countries and had involved students from various disciplines. However, on no occasion had I undertaken this as a formal process, having never undertaken the ENB 998 nor the associate mentor role. [...]

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