Mentors Play a Significant Role for Students - Essay Example

The word ‘Mentor’ means a guardian, advisor and teacher. Mentors have an integral role to play in facilitating learning for within a particular practice where appropriate whilst encouraging self-management of learning opportunities and providing support to maximize individual potential as it is required of them by Domain 2 of the NMC. This can be accomplished by selecting appropriate learning opportunities to meet individual needs in accordance to the student’s stage of learning. In order to appropriately select learning opportunities that meet individual needs, the mentor should have adequate knowledge about the level of the student. The mentor can achieve this by carrying out a series of assessments and discussions with the student during various stages of the learning practice. Firstly, the mentor should carry out orientation and initial review of the student within 48 hours after commencing practice learning (Kinne & Hughes, 2010). Here, the range of learning activities available to fulfill the designated outcome should be discussed. Moreover, the orientation should include a plan for the total learning experience, (Kinne & Hughes, 2010). An interim review should be carried out by the mentor at the midpoint of the learning experience so as to provide the mentor and the student an opportunity to discuss progress towards achieving identified learning outcomes and discuss the feedback from the outreach learning experiences (Parker, 2010). Also, it should provide a chance for the mentor and the student to reflect together on any areas that require development, document progress within the practice assessment document and formulate action plans as required (Napier-Tibera & Haroun, 2004). Both the mentor and the student should review the practice learning outcomes and the factors that support the achievement of those outcomes including feedback from outreach learning experiences (Quinn, 2007). Members of the multidisciplinary team and service users should also be included in this discussion. After considering all evidence, the mentor is supposed to decide if the student has achieved the learning outcomes. In case the student has achieved a learning outcome, the mentor should document this as a pass. However, if the student has not achieved, the mentor should then document this as a fail. Also, it is important that concerns about students’ ability to achieve the desired competences are discussed with them timely so as allow enough time for assistance to be offered. The action plan should clearly indicate the concerns being addressed and what steps will be put in place to assist a student in developing competence. In case a student is failing to achieve the required standards then this should be clearly documented within their practice assessment document. This documentation should be undertaken in addition to the documentation of any other action plan. Interim review provides a good opportunity for both mentor and student to reflect on progress and to clearly document achievements and areas that need improvement. Moreover, the evidence from practice experience should be used to determine the progress of the leaner. This evidence may be from the mentor, service users or members of the multidisciplinary team (Quinn, 2007). Based on the above mentioned outcomes, the mentor should liaise with a nurse lecturer who acts as a personal tutor to the student. This role usually last for the duration of the course during which the student is assessed individually. This ensures that the student’s progress is monitored throughout the educational programme. The personal tutor is required to work closely with the mentor and student, where concern is expressed and develop an action plan after considering any available evidence. Mentors should facilitate individual learning for students by providing a wide range of opportunities during practice learning. This can be achieved by encouraging the students to take up more responsibilities. Research has shown that students learn better when they assume more responsibilities since they get opportunities to implement what they were taught in theory by their lecturer. Moreover, the mentor should provide timely feedback on the performance of the students as it not only informs the leaner on how well they are progressing but also it is an important part of continuous assessment (Kinne & Hughes, 2010). Another important factor that mentors should utilize in order to facilitate learning by the student is effective communication. The mentor should be aware of the appropriate skills and techniques of communication to communicate effectively with the student. This is essential within all teaching and learning situations (Broker & Lillyman, 2013). There are various modes of communication available to the mentor to choose from, including written, oral and non-verbal communication. Oral communication is always accompanied by non-verbal messages, vocal and non-vocal. In addition to general communication skill, the mentor may need to develop specialist communication skills to deal with more complex mentee issues. For example, primary communication and secondary communication both require simple interpersonal or social skills. The mentor may also need to have skills pertaining knowledge of subject, problem solving and advanced accurate empathy, all of which are useful in giving advice and counselling (Parker, 2010). Primary and secondary communication occurs between the mentor and the student when exchanging information and establishing a working relationship. The students should be encouraged to engage team members freely through asking questions and effective listening. This will enable them learn more from the team and help them become part of a team. Furthermore, feedback from mentors allows students to recognize their deficiencies and helps them increase their skills and knowledge. According to (Neil, 2007), research has shown that feedback increases the student’s motivation and friendly or neutral attitude during feedback sessions increases learning. Learning contracts is another concept that mentors should utilize to good effect in order to facilitate students learning. Learning contracts involve negotiated learning between the mentor and the student. It may also be described as a written and signed agreement between the mentor and leaner whereby the latter is involved in active decisions over objectives and other components of learning (Karen & Kath, 2011). In this agreement, each party is therefore responsible in the achievement of the objectives. Agreed objectives in this learning contract include those of the course curriculum and those of the student and mentor. A conducive clinical environment is an important aspects that determines the ability of students to learn during clinic practice. It has been shown that if the students are given room to hold discussions and keep their belongings, they feel that they are appreciated and respected by the staff team (Stuart, 2013). In turn, these students who have been shown respect will reciprocate that respect to colleagues and patients. Therefore, mentors should ensure that students are exposed to different practices and given opportunities to carry out different interventions. According to (Brendan & Tanya, 2010), students who provide nursing care to patients with complicated conditions, it is a positive factor for the student in clinical learning. Research has shown that when caring for critically ill patients student are obliged to put all their theoretical knowledge into practice and utilize their skills in decision making. When students realize that they can take care of such patients, their self-confidence is increased. In addition, the patients’ attitude towards student nurses has proved to be an important factor for facilitating practice learning. This is because students will be motivated when patients agree to be attended to by student nurses (Suzanne , 2011). Mentors should show an insight into the leaners needs and a degree of understanding so that the student can be more relaxed when they are new to the clinical environment. Furthermore, the mentor should try reassure and encourage the students through self-disclosure. Such empathy is vital for developing the student’s self confidence that they too can reach the same professional standards as their mentors. During practice learning, the mentor should work closely with unit staff within the clinical environment in order to impart knowledge and competences in the given field of practice (Susan & Pauline, 2012). The mentor should use the experience in the specific profession to assist the student have a better understanding of the clinical experiences acquired during practice learning. Studies have shown that students learn more easily if they work with experienced mentors who facilitate learning in the clinical environment (Tracy & Deborah , 2012). In order to effectively facilitate student’s learning practice, mentors should strive to provide positive feedback where necessary. Cholowski, and Williams 2002 emphasizes that the most feature of a mentor is to provide feedback without hurting the feelings of the students. In addition, maintaining a good relationship with the student ensures that the student freely interacts with the mentor hence providing a learning opportunity in clinical education. Mentors can greatly influence the ability of students to link between theory and what they experience during practice by encouraging them to join an outreach learning experience. This is because an outreach learning experiences exposes students to a wide range of learning opportunities than they would otherwise achieve if they stay in one practice area (Kelly, 2013). The mentor should adopt a flexible approach so as to stay in touch with students in outreach learning experiences and ensure that they are able to supervise them indirectly. Despite the numerous learning opportunities that students get while in practice learning, they are also confronted by obstacles and challenges that may hinder their ability to learn. One the major hindrance for students in practice learning is personal characteristics of mentors that may discourage learning. For instance, Darling’s (1985) qualitative sturdy known as galaxy of toxic mentors, clearly demonstrate those characteristics. The first type such mentors are avoiders. This describes mentors who are simply never available for a variety of reasons. In this case, the student may not be able to key into the placement and the team, hence not being able to fully exploit all what placement has to offer. The mentor has a simple responsibility of strategizing and arranging meetings with the student but instead they seek lame excuses to avoid their responsibilities (Ian & Caron, 2002). Another type of toxic mentors are the dumpers. This category of mentors assign difficulty tasks that are out of the student’s depth and then fail to offer any assistance. This will have a big negative impact on the student’s confidence. Such a student is unlikely to engage in any other learning practice other than the task assigned. This type of mentor will put little effort in organizing meetings or leaning experiences, leaving the students on their own. Also, the mentor takes no responsibility at all and may ‘dumb’ unwanted jobs on upon the student (Whetten, 2012). Blockers are another type of mentors who refuse student’s request for assistance or experience. They may over-supervise the student or withhold information hence limiting their development. The other type of mentors are the destroyers or the criticisers. These destroy the student’s self-esteem by always concentrating on the faults instead of the strengths. They have a negative mindset towards the student. Such mentors huge egos since they have a tendency to regard themselves as experts. Such a behavior can be very discouraging for the novice student (Hinchliff, 2009). Apart from the learning obstacles brought about by incompetent mentors, students do face other challenges during learning practice. For instance, during clinical learning, nursing students frequently feel anxious and even vulnerable in the clinical environment. This is mostly affects students who are going out into the clinical field for the first time. Other factors that stress the learners include the fear of making mistakes and anxiety over criticism from peers (Aston & Hallam, 2014). In conclusion, the mentor is a key individual who not only facilitates learning for a range of students in their areas of practice but also influences their long term careers as health practitioners. Ultimately, it is in the benefit of both the mentor and student to maintain a cordial relationship that allows for effective communication and cooperation, which are the core foundations for facilitating learning for student. Furthermore, the students also have an integral role play towards their growth and development as all rounded professionals by learning from mentors and their experiences from practice learning. References Aston, L. & Hallam, P., 2014. Successful Mentoring In Nursing. 2nd ed. London: Learning Matters. B. M. & T. M., 2010. Person-Centred Nursing. 1st ed. Oxfod: Wiley-Blackwell. Broker, D. & Lillyman, S., 2013. Nursing & Health Dementia Care. 1st ed. New York: Routlege. C. B. & S. S., 2013. Reflective Practice in Nursing. 5th ed. Oxford: Wiley-Blackwell. Hinchliff, S., 2009. The Practitionaer as Teacher. 4th ed. London: Churchill Livingstone. I. W. & C. S., 2002. Partners in Learning: A Guide to Support and Assesment in Nurese Education. 1st ed. Abingdon: Radcliffee Medical. K. D. & H. P., 2010. Mentoring Nursing and Healthcare: A Practical Approach. 1st ed. Oxford: Wiley Blackwell. K. E. & K. s., 2011. A Nurses Survival Guide To Mentoring. 1st ed. London: churchil livingstone. K. R., 2013. Nursing & Health care. 1st ed. Routledge: london. N.-T. B. & H. L., 2004. Occupational Therapy Fieldwork Survival Guide. 1st ed. Philadelphia: Davis Company. N. G., 2007. Mentoring and Supervision in Health care. 1st ed. New York: Sage Publications. P. J., 2010. Effective Practice Learning in Social Work. 2nd ed. London: Learning Matters Ltd. Q. F., 2007. Principles and Practice of Nurse Education. 5th ed. Chelteham: stanley thornes. Shepard & Jensen, G., 2002. Handbook of Teaching for Physical Therapists. 2nd ed. Oxford: Butterworth- Heinemann. S. L. & P. M., 2012. Nursing & Health Portfolio and Reflective Practice. 1st ed. New York: Routledge. S. R., 2011. Success with Your Professional Portfolio. 1st ed. London: Learning Matters. Stuart, C. C., 2013. Mentoring, Learning and Assesment in Clinical Practice. 3rd ed. London: Churchill Livingstone. T. L. & D. C., 2012. Nursing & Health clinical Assesment. 1st ed. London: Routledge. Whetten, E., 2012. Nursing & Health Diabetes. 1st ed. London: Routledge. Read More