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Nursing Mentorship Case Study

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Nursing is considered to be a busy and stressful profession all the nursing students and newly qualified nurses require strong support and proper guidance in order to cope with integration into the profession (Gopee, 2008). According to The Nursing and Midwifery Council (NMC 2008a), a mentor is someone who facilitates learning, supervises and assesses learners within a clinical practise setting. A new registrant should have at least a year experience before commencing the mentorship course (NMC, 2008).It is during a clinical placement where a student applies their knowledge to practice and develop new skills which help them in achieving the required competencies to get their registration. The role of a mentor is to facilitate and assess the student in achieving the required learning outcome and competencies. …show more content…

They also have the overall responsibility of ensuring students have acquired the required competency levels on their specific roles to be registered nurse. At work mentor should always show a positive role modelling behaviour to student as it can have a direct impact on the development of the student to a registered nurse, Morton &Palmer (2000). Royal College of Nursing 2007 also supports Morton &Palmer (2000) by stating that whilst on mentoring nurses plays a vital role in the development of student’s attitude towards nursing. And hence the support and supervision given to students on practice placement is considered as a vital part of the work of mentors/ registered nurses. “An NMC mentor is a NMC registrant who, following successful completion of an NMC approved mentor preparation programme, or comparable preparation that has been accredited an by an approved education institute as meeting the NMC mentor requirements, has achieved the knowledge, skills and competence required to meet the defined outcomes.” (NMC, 2008a.

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First and foremost, the nursing student is one of the key stakeholders in relation to this project. Without the public becoming interested in nursing and enrolling in the program, there would be no nursing school or need for peer mentoring. It is the student that may reap the most appreciable benefits from a peer-to-peer mentoring program, once choosing to become a nurse. As Colvin & Ashman (2010) point out, peers have a much greater influence on each other than most would think, and it is pivotal to capture this relationship in an effort to increase academic success rates. The success of a peer-to-peer mentorship program ultimately falls in the hands of each student.

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Mentorship is the key to every apprentice’s development and success. The mentor represents the connection between parent and their child, teacher and student, doctor and patient, god and man. The function of the mentor is to prepare the apprentice to overcome and face the unknown, to accept the adventure. The mentor can either be a wise women or man who leads the apprentice to the duty he

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The mentors purpose is to be a support system for the students outside of the administration. First generation students are new to what 's going on around and campus, and are known to being a part of Student Support Services is like being at home with family

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A practice placement portfolio is a collection of work by an individual which is used as evidence to show achievements and other learning that has taken place to enhance their professional development (Hayes E. 2013). It has an important role in the educational development of nursing students as it is a tool which can evaluate the student’s learning during the undergraduate programme and can act as a link between theory and practice (Jones E. 2010). It enables them to demonstrate the knowledge and skills they have developed throughout their training, as it makes them engage fully with their experiences from clinical practice which are valuable sources of learning (Joyce P. 2005, Ryan M. 2011). In the professional development of a qualified

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Nursing is a most trusted and gratifying profession. As a nurse educator, I will express my passion for teaching by incorporating features such as clinical assessments, practical application of theory, evaluation, and role modeling into advanced nursing practice, from previous experiences and current experience and clinical practicum to find success and gratification in students chosen profession as well empowering leaners to develop their own strengths, beliefs, and personal attributes to become a good professional. Personally, I do have a positive attitude towards the personal and professional growth, and value ongoing learning and will stive to instill the same into my students learnig journey .. My objective as a Nurse Educator

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A mentor in nursing is defined as someone who can facilitate learning, supervise and asses nursing students in a practice setting. This in turn produces efficient and effective students who become competent and will have mastered the craft and art of caring. Mentorship is significant to students as it helps students develop their professional identities, attributes and competence and also enables students to learn through the creation of the supportive working and learning environment as an individual (Clutterbuck 2004). Decisions taken by mentors in assessing students have significant impacts on securing the nursing workforce in the future. This is because they help safeguard the ongoing excellence in the delivery of personalized patient care while making a major contribution to the development of the nursing profession.

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Throughout this mentoring class, I have begun to think more about what it really means to be a mentor. I essentially underestimated the role of a mentor in someone’s life. Mentoring is not just someone with a title, a mentor is someone who guides, and teaches their mentee the ropes while giving them their own freedom to make decisions. A mentor understands their role and doesn’t overstep boundaries but challenges the mentee to be better in every aspect. A mentor must build a bond based on trust and confidence with their mentee in order to truly help them.

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Mentor Mentor is an experienced person in a company or educational institution who trains and counsels new employees or students(Oxford English Dictionary).Mentor help to promote personal and professional growth in an individual by sharing the knowledge and insights that they learned through the years. A mentor often has two primary functions,the career-related function which enhance the mentee’s professional performance and development as a coach and the psychosocial function which establishes the mentor as a role model and support system for the mentee. Mentor also has responsibility to serve as the role model,cheerleader or advocate. As kaye observes,mentors support mentees in the risk taking is crucial to their growth. Because their position could directly effect on individuals growth,mentor require some specific skills such as empathizing and ability to ask question.

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They simply follows instruction and under continuous supervision. . The Advance Beginner- Demonstrates acceptable standards in the performance of their tasks, and gains experience in an actual nursing situation. .

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It was started with identifying the behaviour of the student responsible for underperformance. This helped to take specific actions for the particular behaviour, so that its improvement can be assessed in accurate way. Qualities required for the mentoring of the mentee were implemented. Also, different theories of mentoring in the nursing profession were implemented with specific implementation in the particular department. More importance was given to the mentoring in the clinical setting or ward of the hospital.

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An efficient and effective professional development for mentors supports the motivation and commitment to the process of learning. It brings individuals with a common goal (Flores, 2005). The effect of motivation is high on this process due to the specificity of the programme (NSCD, 2009). The programmes are focussed on the specific instructions, job-based, cyclic and ongoing. Thus the mentors gain skills which are specific and particular to their daily responsibilities (Guskey, 2009).

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Within mentoring relationships, mentees develop and learn through conversations with more experienced mentors who share knowledge and skills thatcan be incorporated into their thinking and practice.” (Wong & K. Premkumar, 2007) 2.1 Mentoring in an organizational context . In formal mentoring organizations provide set of guidelines to the mentor and the mentee and they are informed of the goals and purposes of the program. Whereas in an informal mentoring program no goals and purpose are defined by the organization but rather mentor and mentee discuss informally about work related issues 2.1.2 Types of Mentoring

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The mentor will ensure they will create opportunities, and establish times to meet together to discuss certain topics. Doing this will show the mentee that the mentor in-facts cares and is genuine about the mentorship. Furthermore, a mentor should put the interest of the mentee first, helping the mentee in every possible way they can in order for the mentee to the most successful they can be in their career. Lastly, a mentor should always give constructive feedback, establishing trust within the relationship. That said, a mentee needs to hold a certain expectation of the mentor throughout the mentorship.

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The mentor teacher will give us ideas on how to recognise and appropriately deal with learner support as well as growing our LTSMs we would need to develop into teachers. The mentor teacher

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