The role of mentors in evaluating the quality of students nursing practice Introduction According to West, Clark and Asper, 2008, the role of mentors in nursing practice was instituted for various reasons. One, it proved efficient in other settings such as education institutions, in businesses and support of young people who were mentally challenged in the society…
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In talking about the role played by mentors in pre-registration of nurses, Pellat maintains that the practice experience is a most important aspect of preparing nursing students for registration. The current programmes are aimed at enhancing this practice with careful support and supervision. Mentors play a very crucial role in supporting nursing students in practice. The quality of mentorship is highly valuable during this time, and raises an attention because it is the mentors who assess students’ competence for practice at the time of registration. Prince also says that Mentoring offers students an opportunity to instruct, a characteristic of their own professional development and a stepping stone towards career paths. Mentors act as role models. As a mentor, one is required to provide the student with support and guidance in the area of practice. He/she should enable the student to make the practice realistic through applying the theories learnt, assessing and giving effective feedback and enhancing revision of the practice, performances and lessons learnt (Pellatt, 2006,336 – 340) and (Prince ,2004) The Royal college of Nursing toolkit provides basics of mentorship in that Mentors must ensure students are fit for purpose which means the ability to perform effectively in practice, for practice-fulfill registration requirements and award; have the qualification of being awarded a diploma or a degree. As role models, mentors should assist students develop skills and confidence, enhance professionalism and lay an appropriate level of inspection. It is the mentors’ responsibility to be prepared to undertake the role, to share their knowledge with the mentee, to be conversant with the students’ curriculum and practice assessment documentation and identify areas of specialization and learning opportunities. Morton and Palmer add that Mentoring goes beyond the individual relationship between the mentor and the student. It is within this framework of accountability and responsibility for professional standards that is implicit within the individual’s practice and that of the employer. This makes the mentors feel secure in their role of supporting that is implemented at local level (Royal College of Nursing Toolkit 2007, 5-10 and Morton and Palmer, 2000). Outcomes of Mentoring Spouse asserts that the stages of mentoring portray acyclic process or a continuum based on the individual’s development stages as he/she matures into the career or professionalism. Mentoring is part of being a leader, the same way as developing ones leadership abilities. In mentoring, first the mentor and mentee needs to establish an open relationship with each other. Each stage of mentorship is an experience in life that brings new crises and challenges. Having experienced this, one knows what to expect and it is this knowledge that helps others go through the career challenges. The benefits of mentee, mentor and the organization are: quicker learning curves, increased communication of corporate values, increased loyalty, improved employee productivity and improved one on one communication (Spouse, 1996 32-35). People who have
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NMC has set standards to ensure an ongoing training, education and professional development in the clinical domain. Gopee (2011) defines a mentor a “registrant whose role is to facilitate learning, supervise and assess students in learning or practice settings” This essay critically explores the management of a student/ learner whose standards of practice are of cause for concern.
According to the report the fact that nursing students need holistic development for the overall benefit of the healthcare industry cannot be overstated. One of the ways through which the stakeholders have sought to achieve this has been through providing nursing students with an opportunity to gain clinical experience.
Education is hugely important part of every individual that not only helps to empowers but also equips one with personal and professional competencies to compete and face the challenges of time. As such, the role of teachers and mentors becomes critical for myriad reasons. Indeed, the broader objectives of education are to empower students.
The key factor for facilitating learning in medical profession for students while still on practice is mentoring. This program is well established, and it is a significant aspect for pre-education programs. There are policy documents that indicate the criteria that health professionals have to meet in order to use the title of a mentor, and the competences they have to fulfill to perform the mentoring role effectively.
These practices are mandated to ensure that the students who are certified for the completion of their program qualify for the as per the NMC Competencies standards. Notably, the student’s practice proficiencies are ascertained during the sign-off process (Hart, 2010).
According to the report the NMC standards, direct and describe the discrete knowledge and skills which are required by nurses and midwives in supporting students in practice. Eight domains have been identified by the NMC and they are namely establishment of effective working relationship, facilitation of training, assessment as well as accountability.
In the same way, the learner’s ability, or disabilities, can equally have an effect on the extent that they could comprehend and apply the concepts, which have been taught to them in their learning institutions. As such, Potter and Perry (2001)
in which your mentoring skills could be enhanced. The current model in the nursing field is to design a challenging curriculum, develop courses, teaching and guiding learners, clinical trials, and finally evaluating along with documenting the outcomes. However, research
These ways are achievable by breaking down the roles of a mentor in clinical practice. Roles played by mentors create a serious aspect in making sure that a student grasps the best experience of the clinical education program.
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