Mentor: Learning and Pg

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The purpose of this reflection is to consider the planning and delivery of a teaching session implemented during clinical practice. The intention of the teaching session is to demonstrate that the author has facilitated the guidance and education of others. Furthermore, by reflecting upon the teaching session, personal strengths and weaknesses will be identified to benefit and fortify future teaching practice. Consent and confidentiality issues will be adhered to in accordance with the Nursing and Midwifery Council’s Code of Professional Conduct (2008). Permission from all participants involved was obtained under the supervision of the authors practice mentor, authentication of this is situated in appendix one. Throughout the essay, central deliberation will be to enhance the professional development and safe practice of others through peer support, leadership, supervision and teaching (competency seventeen). The skill to be taught during the teaching session is blood glucose monitoring. Williams (2004, pg. 4) advocates that effectual blood glucose monitoring is reliant upon the timing of tests, precise technique, equipment maintenance and also the recording and elucidation of results (Guthrie, 2002, pg. 187). The rationale for choosing blood glucose monitoring is supported by The Department of Health (2006, [accessed online]) who discuss the implementation of national standards for the management of diabetes, to elevate the quality of NHS services and lessen unacceptable variations between them. Fisher (2007, [accessed online]) clarifies that the use of well documented behavioural practices can improve clinical outcomes when they are applied methodically, conscientiously and uniformly. To aid the reflection process Gibbs Reflective Cycle (1988, cited in Johns, 2000, pg. 84) has been utilized. Bulman and Schutz (2004, pg. 63) suggest reflection assists us with learning and developing our knowledge and skills. Clarke (2005, [accessed online]) states that critical reflection and the linkage of theory to practice occur in the context of the teacher-student relationship (Gillespie, 2005, pg. 217). This view is supported by Bunkers (2007, pg. 323) who advocates that nursing theory-guided teaching-learning can influence the beliefs of novice nurses, as they develop their own style of practice. The opportunity to work as part of a nursing team allows the learners to compare their studies with practice (Howard & Eaton, 2003, pg. 43). Prior to the teaching session I had the fortuity to work alongside a first year cadet nurse, who agreed to take part. I feel that this allowed a rapport to be built personally and professionally. For the purpose of the refection, the student will be acknowledged as Student A. Firth-Cozens (2001, pg. 65) discusses how colleagues feel less stressed when they feel they are an important part of the multidisciplinary team, through peer support and a greater sense of participation. I hoped that by working together a sense of trust had been achieved and Student A felt relaxed in my company. Gravells (2007, pg. 11), conversely, proposes that professional boundaries should always be maintained. It is also acknowledged that we are constantly reminded of diversity in team members (Firth-Cozens, 2001, pg. 66). However, as Aston and Molassiotis (2003, pg, 205) point out, support for student nurses develops self-confidence, improves learning and reduces the feeling of depersonalization and burnout. Student A and I decided that it would be beneficial to produce a learning contract to assist with the teaching/learning experience (appendix two). Walkin (2000, pg. 5) states that students support their learning with the use of an individual learning plan which aids students to set specific goals. Furthermore, an online questionnaire based upon Honey and Mumford’s model and Kolb’s model of learning styles was undertaken, which defined Student A as an analyst (Clark, 2008 [accessed online] (example of questionnaire in...
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