Mentors In Practice Critical Analysis
A Critical Analysis of Supporting and Assessing Learners in Practice.
This portfolio will critically analyse my development to mentor students and colleagues in a mental health care setting. Portfolios improve competences by recording professional and personal development goals, growth and achievements (Sherrod 2005; Pietroni and Irvine 2001). As I have drawn upon different experiences of learning, self- awareness, reflection, analysis and critique, this will be written in the first person (Hamill 1999; Web 1992). Guided by the Nursing Midwifery Council NMC Code of Professional Standards and Ethics (2008a) confidentiality will be met by referring to my student using the pseudonym of Ann and references to patients, colleagues and the setting …show more content…
In addition to learning styles, learning theories can often assist mentors form a clearer | | | |
|representation of student learning in practice (Howard and Eaton 2003). Welsh and Swann (2002) find that there is a great deal of| | | |
|literature written about the way people learn and numerous theories on the methods to teach effectively or guide people in their | | | |
|learning. Reece and Walker (2003) suggest that the three main educational theories are Humanist, Behaviourist and Cognitive. | | | |
| | | | |
|It was at this stage that Ann considered her assessment criteria and related potential learning opportunities linked to the | | | |
|patient’s journey. To facilitate this, Ann suggested that she could utilise the ‘hub and spoke’ model which was first used in | | | |
|mental health placements (Lee, Edwin, Renaud, Oscar and Hills 2003). The hub being the primary placement where Ann’s assessment | | | …show more content…
The authors reiterate that the spoke experience creates learning | | | |
|opportunities that are not always available within the hub (appendix 2). Furthermore, the ‘hub and spoke’ model facilitates the | | | |
|expansion of the practice placement circuit, ensuring that the NMC Code of Standards and Ethics (2008) and the Quality Assurance | | | |
|Agency QAA (2002) are met. I interpreted this as adopting a humanist approach as Ann was taking responsibility for her own | | | |
|learning experience. This could also be perceived as an andrological approach as Ann was being self-directed in her choice of | | | |
|learning opposed to me as her mentor initiating her learning needs. Androgogy incorporates a greater importance on the student to | | | |
|want to learn and less emphasis on the mentor to teach but to facilitate the student to learn. | | | |
| | | | |
|At this time, the clinical environment was demanding and I felt unable to provide Ann with the support she needed, so it felt an | | |
This portfolio will critically analyse my development to mentor students and colleagues in a mental health care setting. Portfolios improve competences by recording professional and personal development goals, growth and achievements (Sherrod 2005; Pietroni and Irvine 2001). As I have drawn upon different experiences of learning, self- awareness, reflection, analysis and critique, this will be written in the first person (Hamill 1999; Web 1992). Guided by the Nursing Midwifery Council NMC Code of Professional Standards and Ethics (2008a) confidentiality will be met by referring to my student using the pseudonym of Ann and references to patients, colleagues and the setting …show more content…
In addition to learning styles, learning theories can often assist mentors form a clearer | | | |
|representation of student learning in practice (Howard and Eaton 2003). Welsh and Swann (2002) find that there is a great deal of| | | |
|literature written about the way people learn and numerous theories on the methods to teach effectively or guide people in their | | | |
|learning. Reece and Walker (2003) suggest that the three main educational theories are Humanist, Behaviourist and Cognitive. | | | |
| | | | |
|It was at this stage that Ann considered her assessment criteria and related potential learning opportunities linked to the | | | |
|patient’s journey. To facilitate this, Ann suggested that she could utilise the ‘hub and spoke’ model which was first used in | | | |
|mental health placements (Lee, Edwin, Renaud, Oscar and Hills 2003). The hub being the primary placement where Ann’s assessment | | | …show more content…
The authors reiterate that the spoke experience creates learning | | | |
|opportunities that are not always available within the hub (appendix 2). Furthermore, the ‘hub and spoke’ model facilitates the | | | |
|expansion of the practice placement circuit, ensuring that the NMC Code of Standards and Ethics (2008) and the Quality Assurance | | | |
|Agency QAA (2002) are met. I interpreted this as adopting a humanist approach as Ann was taking responsibility for her own | | | |
|learning experience. This could also be perceived as an andrological approach as Ann was being self-directed in her choice of | | | |
|learning opposed to me as her mentor initiating her learning needs. Androgogy incorporates a greater importance on the student to | | | |
|want to learn and less emphasis on the mentor to teach but to facilitate the student to learn. | | | |
| | | | |
|At this time, the clinical environment was demanding and I felt unable to provide Ann with the support she needed, so it felt an | | |