Factors that Influence the Perception Practice in the Nursing Student - Assignment Example

Name : xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Tutor :xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Title : Portfolio Institution : xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Date :xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx @ 2012 Section 1: Commentary Learning objective 1 Preceptoring allows the nursing student to transition and be integrated within the workforce. Mentorship allows advice, support and information to flow to junior nurses over a timeless time period. The functions of mentorship include bridging gaps between practice and theory, giving guidance in transformational leadership, enhances career development and critical thinking, increasing self esteem, willingness to accept risks and job enrichment (Nordgren Richardson, and Laurella 1998, 29). The learning objective has been achieved as shown in part 1 of the evidence section. Learning objective 2 The team leader model This model has strengths such as the team leader sharing the supervision work load. One staff member cannot work with a student on every shift. Workload and Stress on the side of the preceptor is reduced because all staff shares in the work. Its weaknesses include confusion in accountability because of many mentors being assigned to a single mentee (Blum 2009, 29). Relationship-based care model Care providers can focus their skills, abilities and knowledge on families and patients. The preceptee and preceptor feel cared for when they connect with each other. A very effective relationship in nurtured between the preceptee and preceptor when the two convey compassion and care to each other. This model has weaknesses such as breeding misunderstandings between people (Blum 2009, 31). The relationship based care model is the preferred one for the nursing practice. The learning objective has been achieved as shown in part 2 of section 2. Learning objective 3 Factors that influence the preceptoring practice include the difference in laws governing the practice in various countries, the cultural expectation of various cultures especially those governing relationships and the factors related to the setting for example urban or rural settings (Nordgren et al 1998, 30). Contextual factors influencing the practice of preceptoring have been identified and the learning objective has been achieved as indicated in part 3 of evidence section. Learning objective 4 In mentoring and preceptoring relationships there are issues such as where personal matters are allowed into working relationships, touching of colleagues and patients may be misunderstood as a display of sexual harassment and gift giving may send the wrong signal as well. Students may be children to colleagues and friends, lack of confidentiality especially in rural settings and poor criticism delivery to receptees (Myrick and Yonge 2005, 41). Achievement of the learning objective is shown in part 4 of section 2. Learning objective 5 A productive relationship between the mentee and the mentor should have communication lines open so that the mentor knows the goals of the mentee in the program. The mentor should assist the mentee to set expectations that are realistic. The relationship should result in support given to the mentee to make a solid action plan. It should define expectations and create a system for measuring achievement. It should maintain contact between the two. This relationship is very effective in establishing a productive relationship (Cholowski, Lee and Williams 2002, 415). Evidence for achievement of this objective is clear in part 5 of section 2. Learning objective 6 In the nursing practice, giving, receiving and seeking feedback is emphasized and done effectively since feedback helps the mentor to acknowledge the strengths of the mentee and to give them motivation to improve on weak areas. The mentee needs feedback to advance in the nursing practice. Feedback helps the mentees not to take the wrong path in their career development. Feedback also cements the relationship between the mentor and mentee (Myrick et al 2005, 65). Achievement of the learning objective is displayed in part 6 below. Section 2: Evidence of Achievement Evidence for learning objective 1 The first learning objective requires that a critical understanding of concepts and practice of preceptoring and mentoring be demonstrated and their functions be identified. This objective has been achieved in the first commentary because the functions of both mentorship and preceptoring have been shown. Enlisting what preceptoring does to the student nurse is evidence that there is an understanding of the purpose of the whole practice and concept of preceptoring (Happell 2009, 374). In other words the explanation of the functions exposes what preceptorship has been designed to achieve. Evidence for learning outcome 2 The learning outcome that requires the strengths and weaknesses of different preceptorship models to be analyzed and a preferred approach to be selected has been achieved through the examination of the strengths and weaknesses of two models used in the nursing practice. These are the team leader model and the relationship based care model. The leadership model has been shown to have strengths such as the sharing of the work load of the preceptor with other staff while the second model the relationship based care model has been shown to have the strength of emphasizing on relationships between mentors, mentees and patients. Weaknesses of the leadership model include problems with accountability whereas the relationship based model has been shown to have the weakness of misunderstanding between people when relationships are too close (Grealish 2000, 232). Evidence for learning objective 3 Learning objective 3 requires that the relevant contextual factors influencing the preceptoring practice in nursing be identified. The issues identified fall in the legal, situational and cultural categories. In the commentary there is satisfaction of this learning outcome since the factors influencing preceptoring have been identified as the difference in laws governing the practice in various countries, the cultural expectation of various cultures especially those governing relationships and the factors related to the setting in which the nursing practice is done for example urban or rural settings (Coates and Gormley 1997, 96). Evidence for learning objective 4 In learning objective 4 the interpersonal and intrapersonal issues in the establishment and maintenance of professional and ethical mentoring and preceptorship relationships. This objective has been achieved based on the factors enumerated in the commentary such as allowing personal matters in work relationships and touching other among other things (Budgen and Gamroth, 2008, 277). Evidence for learning objective 5 Learning objective 5 establishes a productive nursing mentor – mentee relationship and also gives an evaluation of how effective it is. It establishes the qualities of a good relationship between the mentor and mentee and declares this relationship is effective in the nursing career advancement (Morton & Palmer 2000, 23). Evidence for learning objective 6 The effectiveness of the nursing practice in seeking, giving and receiving feedback in a mentoring relationship has been demonstrated. This is evidence that the learning objective is met. The commentary displays the importance of feedback in the Nursing practice and how emphasis is placed on it (Baltimore 2004, 135). Bibliography Baltimore, J. (2004). The hospital clinical preceptor: Essential preparation for success. The Journal of Continuing Education in Nursing. 35(3), p. 133-40. Blum, C.A. 2009. “Development of a clinical preceptor model,” Nurse Educator, vol. 34, no. 1, pp. 29–33. Budgen C. and Gamroth, L. 2008 “An overview of practice education models,” Nurse Education Today, vol. 28, no. 3, pp. 273–283. Cholowski K., Lee, W.S and Williams, A.K 2002. “Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing,” Journal of Advanced Nursing, vol. 39, no. 5, pp. 412–420.  Coates, V. E. and Gormley, E. 1997 “Learning the practice of nursing: views about preceptorship,” Nurse Education Today, vol. 17, no. 2, pp. 91–98. Grealish, L. 2000 “The skills of coach are an essential element in clinical learning,” Journal of Nursing Education, vol. 39, no. 5, pp. 231–233. Happell, B. 2009 “A model of preceptorship in nursing: reflecting the complex functions of the role,”Nursing Education Perspectives, vol. 30, no. 6, pp. 372–376. Morton C. A. & Palmer, A. (2000). Mentoring, Preceptorship and Clinical Supervision (2nd ed). Oxford: Blackwell Myrick, F. and Yonge, O. 2005. Nursing Preceptorship: Connecting Practice & Education, Lippincott Williams & Wilkins, Philadelphia, Pa, USA. Nordgren, J. Richardson, S.J and Laurella, V.B 1998.“A collaborative preceptor model for clinical teaching of beginning nursing students,” Nurse Educator, vol. 23, no. 3, pp. 27–32. Read More