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Student nurse placement within a health center

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  1. Introduction
  2. The term mentor according to the English National Board
  3. The standard for communication and working relationships
  4. Factors which may affect learning
  5. The Gestalt theory
  6. The importance of the mentor's role in assessing practice
  7. Conclusion
  8. Bibliography

The objective of this essay is to analyze the mentor role of a pre-registration student's placement in the field of district nursing. During the essay the student's true identity will not be revealed for reasons of confidentiality and so will be called Jane. Jane was due to start a six week preparation for practice placement within the community setting and the health center where I work had been chosen for her to undertake her learning experiences. As a specialist practitioner student I was asked to help in the mentoring of Jane, which was discussed with her on commencement in order to gain consent. According to the English National Board (ENB) (2001) the term mentor is used to denote the role of the nurse who facilitates learning and supervises and assesses students in the practice setting. The Nursing and Midwifery Council (NMC) (2004) identifies eight mandatory standards that must be achieved to become a mentor. These are communication and working relationships, facilitation of learning, assessment, role modeling, creating an environment for learning, improving practice, knowledge base and course development.

[...] Jane stated that having contact with me via telephone prior to placement had helped to reduce the anxiety she was experiencing in commencing the placement. This is beneficial in utilizing the opportunity to initiate our relationship prior to meeting in person. Another way to initiate the mentoring relationship is in orientating the student into the clinical area. Morton-Cooper & Palmer (2000) describe that in orientation the two parties are drawn together naturally by their personal characteristics, attributes and common values. [...]


[...] Lewis M (1998) An examination of the role of learning environments in the construction of nursing identity. Nurse Education Today 221-225. MaCaugherty D (1991) The theory-practice gap in nurse education; its causes and possible solutions. Findings from an action research study. Journal of Advanced Nursing 1055-1061. Morton-Cooper Palmer A (2000) Mentorship, perceptorship and clinical supervision. A guide to professional support roles in clinical practice. 2nd ed. Oxford. Blackwell Science. Phillips Schostack Tyler J (2000) Practice assessment in nursing and midwifery; doing it for real. Researching Professional education, London, ENB. Reece [...]


[...] In conclusion I have completed an account of a student nurses journey thought her placement with my team. I have tried to analyze ways in which the student could be orientated into a clinical placement. Additionally learning environment has been explored together with how this impacts on student learning. Learning theories have been explored which has allowed me to gain valuable understanding of the theories and philosophies surrounding teaching, learning and assessing. It is identified that we must work cooperatively as teams and have respect for all team members which includes students that further enhance the team. [...]

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