Global advancements, nursing student, clear decision making skills
Over the years, the global advancements spreading in the field of medicine have gradually revolutionized the health care delivery spilling a new wave of nursing requirements in the patient units. For that reason, professional progressions for entrants in the nursing field require a program nurtured through daily interaction with the guiding instrument both in the learning environment and practice placements. However, adapting to nursing requirements for a
beginner has never been easy in practice as it seems in theory.
For instance, a nursing student learns how to assume the role of a professional nurse at the bedside setting: developing technical skills, and incorporating the attitudes, values and beliefs of a practicing nurse (Coffey, n.d, para 1). In view of that, a nursing student learns from both the clinical setting simulated in the classroom and the patient unit interacting with the real application of the transferable skills into a compelling reality. Constructive feedback from the mentor greatly facilitates the development process of gaining clear decision making skills by inculcating a critical thinking culture to solve present and emerging challenges in nursing.
[...] Callara, L. E. (2008). Nursing Education Challenges in the Twenty First Century. New York: Nova Publishers. Coffey, L. (n.d). Role of Practice & Feedback in Student Nursing Education. Retrieved June from http://www.ehow.com/facts_6940578_role-feedback-student-nursingeducation.html Dawson, P., Cook, L., & Holliday, L.-J. (2012). Oxford Handbook of Clinical Skills for Children's and Young People's Nursing. Oxford: Oxford University Press. [...]
[...] Critical Examination of the Role of the Mentor 5 In practice, providing constructive feedback is attained through the focus of the student as the center of the entire mentoring process. This is possible by maintaining the principles outlined by the Johari window model. Application of the model in the provision of feedback involves realization of the four areas identifying with the student's position to maintain an open communication channel in the relationship. Characteristically, the public area represents what is known to others and the individual following conversations where one shares information with others. [...]
[...] Critical Examination of the Role of the Mentor 6 Giving constructive feedback by the mentor should always aim at correcting the problem not browbeating the student capabilities whether in person or one's performances. The feedback process is based on objectivity on specific observations where the mentor should avoid prejudgment to ensure a smooth positive course for the student. Empirically, the first aspect of providing constructive feedback involves the content documented on the findings of the specific performance of the student. [...]
[...] The performance of the mentor's role requires active interaction to solve challenges curtailing effective mentorship process and providing constructive Critical Examination of the Role of the Mentor 12 feedback as a powerful force influencing one's personal growth and professional progress. For that reason, it demands careful treatment and honesty during the evaluation stage of the individual assessment and communicating the findings to adjust future courses of action. Critical Examination of the Role of the Mentor 13 Bibliography Ali, P. A., & Panther, W. (2008). Professional Development and the Role of Mentorship. Nursing Standard 35-39. Borkowski, N. (2009). Organizational Behavior in Health Care ed.). SUdbury: Jones & Bartlett Learning. [...]
[...] However, it is vital for the mentor to locate adequate time to learn more from the feedback before discussing it with the affected student. Lastly, the mentor ought to determine the frequency of providing positive feedback by ensuring that it outweighs negative feedback at all times (Pearce, 2007). At this juncture, feedback is tailored to offer reassurance and a course-plotting path towards a critical and objective thinking on the basis of clinical setting. Constant criticism will lead to declining performance as a result of the unsupportive tag to the mentor. [...]
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