REFLECTION : 1
The aim of this assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. As the student was on a twelve week placement the assessment process will be discussed regarding the benefits and challenges of student orientations in dialysis ward, reflecting on how they were applied to help the student. Finally, the involvement of mentor to improve orientation and optimise students learning experience. For the purpose of this work a pseudonym will be used to maintain confidentiality hence the student will be known as ’A’. (NMC CodeofConduct2007).Throughout this essay Gibbs Model(REF) of reflection shall be utilised as a guide of reflection.
Nursing education is traditionally based upon learning through experience, which Involves placing students in clinical practice ref .The first stage of this learning is ‘exposure’, where the student is introduced to a learning experience (Nicklin and Kenworthy 1995). The English National Board for Nursing, Midwifery and Health Visiting (ENB) (2001) also recommended induction/orientation programmes at the beginning of placements.
In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs (NMC 2006). It became clear that the students had concerns about starting their placement and particularly wanted to know what the ward/placement area and the staff ‘were like’ and voiced worries about being accepted and not knowing anything or anyone when ‘A’ started the placement. On ‘A’s first day a session during the orientation day introduced some of the potential learning outcomes of the placement. This idea was well received in a pilot by Hutchings and Sanders (2001) as part of a learning pathway designed for students. We were able to draw up a range of learning opportunities so that there was an awareness of what ‘A’ hoped to gain from the Dialysis experience. ‘A’ was also advised on the...
Please join StudyMode to read the full document