[Author’s Name] [Class] 09 July 2011 Mentorship for Nursing Introduction Mentorship is one of the vital contributors to the development of professional nursing staff. Mentorship is also believed to facilitate the integration of new nurses with hospital environments and culture…
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Consequentially, mentors are responsible for and can enhance the quality of mentoring culture in clinical settings. How to promote effective mentorship is a difficult question, but it is clear that a good mentor will avoid the errors of over-protection and the flaws of the master-protege relationship, but will display appreciation of students’ efforts, demonstrate genuine concern for their successes and promote mutuality and reciprocity in their relations with students. Mentorship is becoming a critical instrument of growing professional nurses. With the shortage of professional nursing staff, mentorship has a potential to expand the pool of professional, caring nurses in healthcare. “Mentorship initiatives, especially in hospital settings, are being introduced and fostered to attract nurses to healthcare systems with the primary goals of nursing retention and support” (Block et al 134). However, mentorship is not good by itself; rather, good mentorship is the key to developing and retaining professional nursing staff (Jarvis 415). Much has been written and said about factors affecting mentorship and mentored students, in particular. Apart from the fact that students assessed formatively on their hand washing skills experience anxiety and anticipation, formative assessment also exemplifies the final product of the long process of mentoring and can be used to expose the flaws and inconsistencies in student-mentor relations. A student assessed formatively on their hand washing skills is primarily influenced by the quality of their relationship with the mentor, mentor guidance, culture, and leadership style (Bally 144; Bell-Ellison & Dedrick 556-7; Littlejohn 456; Saarikoski 1016). Guidance affects the quality of nursing student results, as it represents routine elements of daily cooperation with students, including problem-solving activities and planning formative assessment of the basic nursing skills (Bell-Ellison & Dedrick 556; Berk et al 70). The quality of the student’s presentation is profoundly influenced by their relationship with the mentor; this relationship incorporates a complex set of elements, including student and mentor’s personal problems, worldview, and social activities (Bell-Ellison & Dedrick 557). One important aspect that influences both the relationship and the results of formative assessment is the mentor’s leadership style, as well as the supervision system (Saarikoski 1016). Simply stated, how the student is assessed and what skills he (she) develops as a result of the mentorship program largely depends upon the quality of mentor’s supervision and their understanding of the students’ experiences, contexts, and cultures (Saarikoski 1016). The importance of the mentorship-culture relationship can hardly be overstated. Successful mentors must be able to create a “full” picture of the organization and leadership, by recognizing a complex interrelationship between mentorship, leadership and organizational culture (Bally 144; Callahan & Ruchlin 296; Neuhauser 471). This picture will help nursing mentors to understand how various aspects of one and the same culture interact. The choice of particular leadership style must also depend upon the culture, in which students and mentors interact, since no mentorship will work when there is no leadership-culture congruence
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(“Mentorship For Nursing Essay Example | Topics and Well Written Essays - 1000 words”, n.d.)
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(Mentorship For Nursing Essay Example | Topics and Well Written Essays - 1000 Words)
“Mentorship For Nursing Essay Example | Topics and Well Written Essays - 1000 Words”, n.d. https://studentshare.org/nursing/1427817-mentorship-for-nursing.
This research is being carried out to discuss the important attributes of the mentor, and a variety of stages involved in mentor-student connections. 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.
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.
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.
Lovelady (2000) also found that simply memorising the features and operation of equipment often results in inefficient handling of it in the ward, as the learning is not remembered in longer term. Hence the student should be taught in contextualised manner to develop cognition and comprehension.
However, educational theories stand out as being very relevant to the practice of teaching and learning.
This paper is a reflective essay based upon a teaching session that I undertook with a third year student midwife. Being a qualified midwife, I am required by NMC to be its mentor, a role that involves successful completion of an NMC approved mentor preparation programme.
6 Pages(1500 words)Personal Statement
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