The Idea of Mentorship in Nursing - Essay Example

?Mentorship This assignment reviews the idea of mentorship in nursing, and investigates the role and responsibilities of the mentor, in improving thelearning knowledge of nursing students. The important attributes of the mentor, and a variety of stages involved in mentor-student connections are discussed. “Mentoring is an important role that every nurse has to assume, formally or informally, sooner or later in their professional life. The experience can help many nurses to identify areas of progress, and decide their future course of action, for example to pursue a career as a nurse educator, nurse practitioner or nurse manager” (Professional Development and the Role of Mentorship 2008). 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. Question 1 Level6 Standard 1-Establishing Effective Working Relationships: Analyse critically the factors that impact on how students integrate effectively in your practice setting. “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” (Guidelines for the Use of Antiretroviral Agents in Pediatric HIV Infection 2011) 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” (Jones 2004). The present financial constraints, workplace staff shortages, and high unemployment rate can challenge the use of one-on-one mentoring models for employees. These can have some affect on the attitudes and behaviours of the employees and the managers, in the direction of mentoring. Those who are working wish to remain on their jobs, and as such they look for social support from friends, family, and other important sources, on matters dealing with social, personal and career growth problems. “Academic mentoring relationships” (Nickelson 2005) assist students learn skills for writing, and studying, which assist them to do well in the classrooms. “Personal development mentoring” concentrates on increasing leadership skills, or in developing one's personality. “Workplace mentoring” (Workplace Mentoring n.d.) frequently partners new workers with the present ones, so as to help them learn particular tasks or jobs. There can also be training chances, intended to help a worker earn a promotion, or change to a different job. Due to economic constraints, managers may not sponsor “official mentoring” (Peterson 2005, p. 19) plans. Individuals must rely on informal mentoring and social support from friends, family members and other important sources, for example professional association members, co-workers and supervisors. Social support from various sources is likely to affect positively any mentoring dealings the employees have, which will in turn affect their work approach positively. Social support is expected to be used as a buffer against the exacerbation of reaction to strain from marginally satisfying or unsatisfying dysfunctional destructive mentoring knowledge. “Mentors play a vital role in supporting, teaching and assessing students in practice. This article offers a literature-based discussion of the development and current practice of the mentor role in the support and assessment of students undertaking pre-registration programmes. The development of the mentor role is discussed. Issues relating to the role in nurse education today are addressed in relation to supporting, teaching and assessing students in practice and mentor accountability” (Nurs 2006). It is planned that social support will moderate the relations among levels of satisfaction, or mentoring with work and mentoring attitudes. So, for nurses scoring high on social support, the relations among mentoring and work attitudes will be stronger than for nurses scoring little on social support. In addition, organizational factors and individual’s factors may inhibit the thriving of mentoring deals for women, that is, women’s career patterns frequently have disruptions and few progression chances ensue from segregation and discrimination, all being harmful of the establishment of mentoring connection. Career interruptions connected to family or care taking roles obstruct the configuration of mentoring relations according to the usual mentoring model. Women may consequently, not expect much advantage from mentoring connection, unlike men. Additionally, women often separate their time for family and work, compared to men who dedicate extra time to their professional lives. “Establishing effective working relationships’ encompasses: • How effective working relationships are developed and maintained. • Effective mentor–mentee communication. • Characteristics of the mentor. • Actions by the mentor that support learning, including the use of learning contracts” (Effective Mentoring 2011, p. 27). The obligation for effective working relations is recognised by the NMC. The techniques and skills of communication are some of the significant tools the practitioner assuming the mentoring position has to use. The healthcare expert is usually a skilled communicator in healthcare and initial educational training, and consequently it is significant to find other communication methods they require to expand or extend their skill base. The issues influencing communications are; “Past conditioning” (About Gina’s NVC Work n.d.). The current circumstances. Each person’s reason in communication. Various forms of communications are obtainable to the mentor to select from, including Written, oral and Non-verbal. “Oral communication implies communication through mouth. It includes individuals conversing with each other, be it direct conversation or telephonic conversation. Speeches, presentations, discussions are all forms of oral communication. Oral communication is generally recommended when the communication matter is of temporary nature or where a direct interaction is required” (Oral Communication – Meaning, Advantages and Limitations 2008). Primary and secondary communication happens among mentor and mentee when exchanging information and ascertaining a working connection. Further than this stage, the mentor can give direct recommendation to the student, particularly when teaching, in addition to advice on request. This, nevertheless, does not go as much as counselling, for which the person needs extra extensive training. Question 2: Level 6 Standard 3 -Assessment and Accountability: Assessment and Accountability needs shared intention, duty, and possession, in addition to a shared dedication to action and reliability of practice. Accountability among mentor and mentee engages the process of: 1. Setting objectives. 2. Elucidating expectations. 3. Defining functions and duties. 4. Monitoring development and measuring outcome. 5. Collecting feedback Accountability is frequently set in the course of a mentoring contract crafted by the mentee. This particular mentoring contract provides the backbone for the mentoring affiliation, as long as the framework and extent of the relationship. “The mentor must only summatively assess students in clinical specialties / roles which are within their scope of practice; this is to ensure validity of competency assessment. The mentor must understand and implement the HEI assessment regulations throughout the assessment process, and it is the joint responsibility of the mentor and the HEI to ensure individual mentors understand these regulations and their implementation” (College of Operating Department Practitioners 2009, p. 15). When crafting the agreement of the mentoring, numerous factors to be included are: Students learning desires and development objectives. Methods that the students will be held answerable for development. Confidentiality and privacy standards. Limitations for the relationship. A perfect agenda for meeting. Methods the students and the concerned mentor will monitor. “The purpose of a comprehensive assessment and evaluation is to accurately identify a student’s patterns of strengths and needs. The term assessment is used in many different contexts for a variety of purposes in educational settings, including individual and group, standardized and informal, and formative and summative” (Comprehensive Assessment and Evaluation of Students with Learning Disabilities 2010, p. 1). Formative and Summative Assessment: Formative Assessment: The formative assessment process measures the progress of the learners in the course of their study, or a defined assessment procedure. Learners must be given formative opinion on a regular base, to communicate various strengths and regions, for further improvement. With evaluation procedures, there is generally a mid-point assessment which is formative in nature. “Formative assessment is a process used by teachers and students during instruction, that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes" (Formative Assessment for Michigan Educators (FAME) 2006). Summative Assessment: Summative assessment denotes the final evaluation of a unit’s capability, and so contributes to the overall evaluation result of the award. Summative assessment… • Should reflect formative assessments that precede it. • Should match the materials taught. • May determine student’s exit achievement. • May be tied to a final decision, grade or report. • Should align with instructional/curricular outcomes. • May be a form of alternative assessment” (Summative Assessment Definition of Types 2007, p. 1). Formative evaluation is employed to immediately find out whether learners have learned what the mentor intended.  This kind of assessment is planned to assist instructors to recognize the material that needs to be elucidated or re-taught, and that which must not be used to assess or grade scholars. “Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session, or before the next class meets” (Formative and Summative Assessment 2011). Summative evaluation is cumulative in its nature and is employed to find out whether learners have met the aims of the course, or whether learners have achieved the intended results at the end of every program or course. “The assessment of teaching and learning can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor” (Formative vs Summative Assessment n.d.). With the formative assessment, the mentor should be able to show that satisfactory development is being made with regard to attaining the proficiencies and necessary abilities to be accomplished by the end of every phase. This judgment would be based on: Skills and abilities achieved. Documented causes for non-accomplishment in any region. Mentor’s assessment of student’s development declared in the last formative written description. Recommendations of the mentor, academia link and university tutor. Record of all the hours and periods of practice finished and confirmed by the mentor. The universal procedure of the formative evaluation consists of, “Self-assessment”, (Self-Assessment 2008). “Feedback”, (Feedback 2012). “Observation”, (Observation Meaning and Definition 1999). “Curriculum-based measurement” (CBM) (McLane n.d.) and Portfolios. “For formative assessment to be productive, pupils should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve” (Crooks 2001). With the summative evaluation, mentor must be able to show accomplishment of proficiencies and skills needed by the end of every phase. Summative assessments are frequently criticized for a variety of reasons: “1) they provide information too late about a student's performance : 2) they are disconnected from actual classroom practice as they suffer from “construct under representation”, meaning that one assessment typically cannot represent the full content area, so only those areas that are easily measured will be assessed, and hence, taught; and 4) they have a lack of “consequential validity”, meaning that the test results are used in an inappropriate way” (Johnson & Jenkins 2006). The judgment would be based on: Every skills and abilities accomplished at the minimum level of necessity (unless the mentor confirms the essential experience has not been obtainable). Presenting proof from practice, to show the concerned mentor that all skills have been accomplished. Completing the suitable and necessary abilities log, by the end of every stage of the program. Passing and submitting the associated assessments. Acceptable concluding written reports. Necessary hours of practice being finished and confirmed by mentors. Evaluation of all practices being presented to the concerned tutor within the specified date(s). “All team members, mentors and associate mentors may be involved in facilitating the student’s learning. However, it is you the mentor who is accountable for the final assessment and completion of the assessment documentation” (NMC Proficiencies Assessment of Practice: PgDip Nursing 2008, p. 10). As the area of the mentor team’s necessity is to guarantee good learner experience, it is recommended that: 1) The mentor team presents an ambiance favourable to learning. 2) Information on the subject of learner issues is communicated inside the mentor team, excluding the breaks in areas of privacy and confidentiality. 3) Continuing and positive support is offered inside and across mentor teams, to facilitate learners create the transitional, crosswise learning atmospheres, ie theatre areas, various divisions and particular ward areas (West et al. 2007). 4) The mentor team recognizes, offers and frequently updates relevant data and wherewithal particular to the area of expertise, and shows evidence-based performances both inside the region of specialist practice, and also around broad aspects of operating division performances and patient care. 5) Every team members are dedicated to their own professional growth and uphold an upto-date professional growth profile, appropriate to their professional needs. “It is important to maintain regular contact with your mentor, to foster relationships conducive to the learning process” (Branfield et al. 2010, p. 15). “Multidisciplinary teams” (The Multidisciplinary Team 2012) are groups of experts from various disciplines, and all these experts come jointly to offer comprehensive evaluation and consultation in various cases. The primary purpose of this team is to assist all team members to solve all complicated cases; “teams may fulfil a variety of additional functions. They can promote coordination between agencies; provide "checks and balances" mechanism to ensure that the interests and rights of all concerned parties are addressed; and identify service gaps and breakdowns in coordination or communication between agencies or individuals” (Multidisciplinary Team n.d.). They also develop professional abilities, and use of individual team members as a forum for learning more regarding the policies, resources, and methods employed by various disciplines. “Multidisciplinary teamwork is especially critical, as hospitals are increasingly following evidence-based practices and care improvement campaigns” (Lillis 2011). Reference List About Gina’s NVC Work. n.d. Embodying Empathy. Available at [Accessed on 10 March 2012] Branfield et al. 2010. Core Concepts in Intensive Care. 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[Online] Available at [Accessed on 10 March 2012] Workplace Mentoring. n.d. America’s Heroes at Work. [Online] Available at [Accessed on 10 March 2012] Read More