MENTORSHIP

Topics: Nursing, Nurse, Education Pages: 13 (4952 words) Published: June 8, 2015
For this mentorship course I have been allocated a second year student on her first placement lasting for twelve weeks. I will be observed and assessed by a qualified professional who is a sign-off mentor within my learning environment. In accordance with the Nursing Midwifery Council (NMC) (2008) I have changed the name of the student in order to maintain confidentiality therefore I will refer to her as Violet. Violet is a youthful and very enthusiastic student who intends to learn all aspects of community nursing. She also aims to identify the diversity of nursing from a hospital setting to a home environment. As a first student year she completed two placements which were orthopaedics and liver/gastro wards. She enjoyed both placements and through reflection identified her strengths and weaknesses. She aims to combat these throughout the remainder of the nursing course. I qualified as a staff nurse in May 2011, this led me to achieve a post as a community nurse. Prior to this I worked several years in Plastic and Burns reconstruction as an Assistant practitioner where they gave me a seconded to university for my Advanced Diploma in nursing studies. Throughout this course my knowledge and skills increased considerably and it gave me the confidence I needed. I feel community is the place for me and I endeavour to continue and advance in this learning environment therefore my next step is to complete the mentorship course. Throughout my nurse training I experienced some highs and lows so I endeavour to support my student to turn any negatives into positives and make her learning experience positive whilst build an effective working relationship. This will effectively facilitate support of learning for entry to the register NMC (2008). I believe as a community nurse it is essential to obtain a mentorship qualification due to lone working and small teams of staff. On her first day I greeted Violet and introduced myself along with the team, next giving her a tour of the learning environment whilst pointing out fire exists. It is policy to explain emergency procedure and introduce them to the team within the first 24 hours Royal College of Nursing (RCN) (2007). I explained that I was also a student and was under assessment for guiding and teaching her throughout her placement in order to exist as a qualified mentor. To evaluate me as a mentor my assessor was over seeing my teaching and approach through observation, interviews, feedback and my practice assessment document. It is important to be registered as a mentor in order to deem the student competent Burton Ormrod (2011). The initial objective we learn when entering a workplace is how we mix with preceding staff and establish our individual position within the team whilst knowing how we work together Braille et al (1989). Although students are only with us for a short period of time they should still be made to feel part of the team. Being approachable and friendly and gaining an effective working relationship plays an important part of the learning environment. Being a good mentor, makes a good role model Grossman (2013). The NMC (2008) identifies that nurses have a duty to facilitate students learning in order for them to develop and complete competencies. Within the first week of placement it is important to establish a learning contract between myself and the student (see appendix 1). This identifies goals in order to devise an action plan for achievable development. This will bring together evidence from both theory and practical in cross reference to the universitys placement assessment document (PAD) to achieve the NMC outcomes. These goals need to be completed before the second stage interview. Gaberson and Oermann (2010) states a learning contract is an explicit agreement between teacher and student which includes written agreements through discussion of learning activities to be reached. Subsequently this should be implemented and evaluated if any...

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London at HYPERLINK http//www.nmc.uk.org www.nmc.uk.org ROYAL COLLEGE of NURSING (RCN) (2007) Guidance for mentors of nursing students/midwives. online at HYPERLINK http//www.rcn.org.uk/online www.rcn.org.uk/online RUTKOWSKI, K (2007). Failure to fail assessing nursing students competence during practical placements. Nursing Standards, 22 (13), p35-40. SCHOLES, Julie (2006). Developing experts in critical care nursing. Oxford, Blackwell publishing. SKINGLEY et al (2007). Supporting practice teachers to identify failing students. British Journal of Community Nursing. 12 (1), p28-32. STUART, C.C (2007). Supervision and support in clinical practice. 2nd ed. Edinburgh, Churchill Elsevier. SMITH, Mary J and FITZPATRICK, Joyce J (2006). Best practices in nursing education. New York, Springer Publishing Company. THOMAS, Jenny (2013). A nurses survival guide to leadership and management on the ward. 2nd ed. Philadelphia, Churchill Livingstone Elsevier. QUINN, Francis M (2000). Principles and Practice of Nursing Education. 4th ed. London, Stanley Thorne Publishers LTD. WALSH, Danny (2010). The Nurse Mentors Handbook supporting students in clinical practice. England, Open University Press. WHITEHEAD, D (2010). Essentials of nursing leadership and management. 5th ed. USA, Davis Company LTD. YOUNG, Lynn.E and PATERSON, Barabra. L (2007). Teaching nursing, developing a student-centred learning environment. USA, Lippincott Williams Wilkins. Appendix 1 RECORD OF INITIAL INTERVIEW - Mentors and students should review previous experience and the Skills Passport document to identify student needs. Action plans should be developed that enable students to meet their goals. Students goals - To understand the aetiology of wound care and implement my understanding into practice. - To have completed catheterisation. - To liase with varying professionals working within a community environment. - To understand system one. - To understand the knowledge behind certain medications in the community and to complete this in practice sub-cut and intra-muscular injections. - To enhance and develop my communication skills in varying environments. Student Signature .. Date 20/11/13 Mentor Signature .. Date Date of last mentor update..Date . The mentor and student should agree an action plan to achieve the students goals, NMC Essential Skills for entry to the branch and additional skills available on the placement. Action Plan Carry out wound assessment and plan of care under supervision and also research the theory behind the practical. i.e. venous/arterial leg ulcers. Arrangements to be made to spend time with the matron, cics, physio, practice nurse and health visitors. Orientation to system one, how to access patients, communication notes, referrals and information. Ordering of materials and tasks to and from other healthcare professionals. Appendix 2 Learning Styles Questionnaire By Honey Mumford I like to be absolutely correct about things. I quite like to take risks. I prefer to solve problems using a step by step approach rather than guessing. I prefer simple, straightforward things rather than somthing complicated. I often do things just because I feel like it rather than thinking about it first. I dont often take things for granted. I like to check things out for myself. What matters most about what you learn is whether it works in practice. I actively seek out new things to do. When I hear about a new idea I instantly start working out how I can try it out. I am quite keen on sticking to fixed routines, keeping timetables. I take great care in working things out. I dont jump to conclusions. I like to make decisions very carefully and preferably after weighing up all the other possibilities first. I dont like loose ends, I prefer to see things fit first into some sort of pattern. In discussions I like to get straight to the point. I like the challenge of trying something new and different. I prefer to think things through before coming to a conclusion. I find it difficult to come up with wild ideas off the top of my head. I prefer to have as many bits of information about a subject as possible, the more I have to sift through the better. I prefer to jump in and do things as they come along rather than plan things out in advance. I tend to judge other peoples ideas on how they work in practice. I dont think that you can make a decision just because something feels right. You have to think about all the facts. I am rather fussy about how I do things. In discussions I usually pitch in with lots of ideas. In discussions I put forward ideas that I know will work. I prefer to look at problems from as many different angles as I can before starting on them. Usually I talk more than I listen. Quite often I can work out more practical ways of doing things. I believe that careful logical thinking is the key to getting things done. If I have to write a formal letter I prefer to try out several rough workings before writing out the final version. I like to consider all the alternatives before making my mind up. I dont like wild ideas. They are not very practical. It is best to look before you leap. I usually do more listening than talking. It doesnt matter how you do something, as long as it works. I carnt be bothered with rules and plans, they take all the fun out of things. Im usually the life and soul of the part. I do whatever I need to do, to get the job done. I like to find out how things work. I like meetings or discussions to follow a proper pattern and to keep to a timetable. I dont mind in the least if things get a bit out of hand. Scoring THEORIST 1 3 6 10 13 17 22 28 38 39 PRAGMIATIST 4 7 9 14 20 24 27 31 34 37 ACTIVIST 2 5 8 15 19 23 26 35 36 40 REFLECTOR 11 12 16 18 21 25 29 30 32 33 Results Numbers 3, 7, 8, 9, 12, 16, 20, 21, 24, 29, 31, 34, 37, 38. Pragmatist Planning the next step, discussion, time to think about applying learning in reality, case studies, problem solving and trying out new ideas, theories to see if they work. Appendix 3 Strengths Weaknesses Excellent communication skills whilst liaising with patients, their families and other healthcare professionals. Adapting to varying cultures and environments. Building a good rapport with patients and work colleague, happy atmosphere. Teaching and encouraging learning, as well as sharing gained knowledge. Approachable. Working alone within patients home and not getting the support and stability of ward nursing. i.e. resuscitation. OpportunitiesThreatsLearning and implementing a very wide range of clinical skills with evidence knowledge Working alongside and liaising with specialist nurses/practitioners. University courses Working alone, can feel vulnerable, health and safety, abuse. Staff shortages due to annual leave, sick and study. I.e. making daily cases loads divide over a reduced amount of staff. TESTIMONIES YEAR 2 This space provides an opportunity for any person (including service users and carers) with whom the student has worked to comment on their progress. Permission MUST be sought from mentor/ qualified member of staff before seeking testimony from any service user or carer. Service users and carers should NOT sign their entries (for reasons of confidentiality) Mentors should countersign these entries. Entries may be dictated if appropriate Throughout Violets 12 week placement, as her mentor she has worked alongside me 80 of the time. I am very pleased with her enthusiasm to work and how she has easily adapted to the way community nursing works and our learning environment. Violet communicates efficiently verbally and non-verbally in all environments via telephone, with patients, among the team and also on one to ones, consequently demonstrating initiative and professionalism at all times. Practical interventions have been demonstrated and backed up with knowledge and through this progression as become more confident and competent. Practice skills performed female catheters, peg feed/flush, wound management/dressings, clip and suture removing, sub-cut/intra-muscular injections, pressure area care, leg bandages, drug preparation for palliative patients and diabetic blood sugar monitoring. Care planning of a patients first assessment has been completed correctly and she understands the rationale behind evaluating and implementing patient care along with best practice. If any uncertainties were brought to light she was not afraid to ask questions and was fluent when participating in handovers. She is aware of the barriers to infection control when working within home surroundings and demonstrates a good hand washing technique. I have thoroughly enjoyed working with Violet and feel that she will feel fulfilled from this placement experience. I wish her the very best for her remaining time as a student and career. I have no hesitation that she will develop into a skilled qualified nurse. Appendix 5 Testimony for Nicola Hoey Nicola has been my mentor for the past twelve weeks on my community placement. These twelve weeks have gone so fast and Nicola has made it extremely enjoyable. I have learnt so much from her and she has made my placement very memorable. I have developed a vast range of new skills I will take with me into my future career. When I arrived on my first day Nicola introduced me to the team I would be working with and the way in which it was run. She made me feel really welcome and ensured I understood the placement and the work I would be taking part in over my time there. Over my placement Nicola was very organised with arranging my interviews and ensured we were able to have a discussion about my progress with the guidance of my sign off mentor. She took the time to set personal objectives and goals with me that I wanted to achieve by the end of the placement and was keen to monitor my progress with these. For example a personal goal of mine involved leg bandaging and this is something we worked on together over the 12 weeks. Nicola made sure the learning experience I had on placement was tailored to the way I learn. She would always demonstrate a procedure and ensure I understood both the theory and practical elements to it before then allowing me to put it into practice. She was always very encouraging when I wanted to carry out a task I had never done before and this gave me the confidence I needed on my first community placement. She always focussed on the positive aspects of any task I carried out but also made sure I understood when I needed to develop in any area. Whilst she recognised when I needed prompting and encouragement to carry out a task, she also never pushed me into doing something I wasnt comfortable doing. Nicolas personality makes her fantastic mentor to work with and learn from. Her caring attitude made the learning environment a comfortable place to work in and I was never afraid to ask questions if I was unsure of anything. As a student I think Nicola will make a fantastic mentor and those who get the opportunity to work with her in the future will be able to take a great learning experience away with them. PAGE MERGEFORMAT 1 Appendix 4 5 5 5 5 Y, dXiJ(x(
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