This study reviews the idea of mentorship in nursing, and the role and responsibilities of the mentor, in improving the learning knowledge of nursing students. Mentoring is an important role that every nurse has to assume, formally or informally, sooner or later in their professional life…
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This essay discusses that nurses, who think of getting involved in student direction and mentorship in any clinical surroundings, should have sufficient knowledge of the significance of mentorship, its procedures and basic values. While mentorship plans aim at assisting the staff in knowing the idea of mentorship, a clear cute idea thinking evidently and critically about the work is necessary, prior to accepting the assignment. Standards for specialized practice concerning mentorship in nursing are compulsory, and they are prescribed by the Nursing and Midwifery Council. This assignment is based on two questions, and each will concentrate on one of the eight standards necessary to preparation for mentorship. They contain: establishing effective working relationships during placement orientation, and assessment and accountability. This article discusses connected, as well as jointly dependent aspects of mentoring that are significant for successful practice placements. “Nurse Turnover” is a valuable problem that persists, as healthcare faces the impending scarcity of nursing staff. A recent generation of nurses have entered the labour force, and the incentives provided to them to work for organizations love also improved. A diversity of factors influence the retention of nurses in “adult care” settings, containing group cohesion, work satisfaction, work schedule and “job stress”. Previous researches have recognized positive relations among group cohesion, work satisfaction, strong leadership and retention rates, and a negative connection among work schedule, stress and retention. “To ensure the quality and effectiveness of the program, one needs to do the following: • Develop a plan to measure program processes; • Develop a plan to measure expected outcomes; and • Create a process to reflect on and disseminate evaluation findings” (How to Build a Successful Mentoring Program Using the Elements of Effective Practice n.d.). Additionally, experience and age in nursing are connected to job satisfaction. “Mentoring and satisfaction with mentoring separately predicted all the work attitudes of the nurses as it has in many previous studies. Mentoring and satisfaction with mentoring were positively related to job and career attitudes” (Salami 2010, p. 119). Job satisfaction is defined as the optimistic emotional answer to a job situation, resulting from what the employee wants, and the values from the job attached it’s the job by researchers. Mentoring experiences drop along a range from an extremely satisfying, marginally satisfying experience to a disfunctional or harmful experience. Highly satisfying formal or informal mentoring experience demonstrates better job satisfaction, organizational obligation, and satisfaction in obtaining chances for promotion. The direct consequence of social support on work attitudes is that, it interacts with mentoring relations, to affect work attitudes, that is, the effective utilization of social support possessions can pave the method for “effective mentoring relationships”
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(“Mentorship Essay Example | Topics and Well Written Essays - 2500 words”, n.d.)
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(Mentorship Essay Example | Topics and Well Written Essays - 2500 Words)
“Mentorship Essay Example | Topics and Well Written Essays - 2500 Words”, n.d. https://studentshare.org/nursing/1395853-mentorship.
Aside from being a mentor, nurses also function as assessors. As assessors, they assist and evaluate activities of nursing students in the field. This paper shall provide a reflection on my role as a mentor-assessor. It shall incorporate a critical analysis and evaluation of the assessment skill.
The nature of mentorship is such that until the mentor is given the status and respect of a leader, the objectives of mentorship are not achieved. In order for the learners to be psychologically prepared to gain from the mentor, it is imperative that they respect him and do have an intrinsic feel to consider the mentor more knowledgeable than they are.
Formative assessment of students’ skills is an important component of successful mentorship; unfortunately, not all nurses can become good mentors. A student assessed formatively on their hand washing technique and their ability to apply principles of asepsis is influenced by a variety of factors, from their relationship with the mentor to mentors’ leadership style and the culture, in which they operate.
Secondly, I expected to be familiar with the problems that I have to confront in the field, in the context of the actual practice in the UK setting. Then, there is also the objective that I should finally be able to apply best practices learned into my own professional practice and address the possible dilemmas and issues I have been acquainted with in the process.
These all in conjunction with an increasing economic emphasis provide cost effective care and access to continuity of care (Nolan et al, 2001; Laraia, 2000; McCartney et al, 1999; Gournay & Grey, 2001). Mentoring in other words means teaching or guiding the patient.
Mentoring is the chosen approach to be used in pre-registration programmes to ensure that the next generation of nurses, midwives and health visitors are able to competently carry out their tasks. This is especially true in today's clinical setting as more and more nurses are needed to care for an aging population.
It is important to train the protg learn to make their own decisions even in cases of conflicting demands. Mentors, therefore, are highly valued and have high sense of commitment and responsibility.
It was proven from the past experiences that mentorship and practical-based learning has been an effective arena in developing the field of expertise and professionalism of both the mentor and the protg.
By looking at the historical development of clinical nursing and supervision and then by reviewing research literature relevant to the training of supervisors, it is clear that a syllabus for 'clinical guidance/nursing' could probably be constructed from the information presented.
Mentoring occurs in different places for different reasons between two individuals. It plays a crucial role in developing professionals in professional environment of Nursing, Army, engineering and various fields of management studies. Studies have shown that
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