Health and Social Care: Mentorship, Facilitation, and Supervision - Essay Example

Health and Social Care: Mentorship, Facilitation, and SupervisionThe aim of this assignment is to provide a reflective analysis on the mentorship program that I was involved in for four weeks, with a first year nursing student. During this mentorship program, I was the mentor, and the student was posted at the endocrinology and the gastroenterology sections of the hospital. Because the placement period of this student was four weeks, this assessment will focus on discussing the incorporation of the qualities of a mentor, and the effects that and the effect that these qualities can have on the relationship between the student and the mentor.

Furthermore, this reflection evaluates the teaching strategies, as well as the learning environment and how these teaching strategies were applied in helping the student to achieve the learning objectives. Finally, this paper is a reflection on the overall performance of the person mentoring the student. Canham and JoAnne (13) maintain that it is an acceptable fact that the assessment of nursing students is a very important role of the students mentor. This is because it plays a great role in ultimately ensuring that patient safety as well as public support is maintained.

This is by either classifying the student as incompetent, or even competent. Scott and Jenny (22) further maintains that the Royal institution of nursing has insisted on the availability of time and building of relationship between the student and the mentor as part and parcel of the teaching and assessment process. In order to create a learning environment that is conducive, there is a need of the mentor assisting the learner to identify their learning needs (Shaw, 37). Under this scenario, as the mentor, I worked hard, by initiating a series of meetings for purposes of helping the first year student to identify the learning objectives of this mentorship program.

The learning objective of this mentorship program was to help the student know on how to avoid making wrong decisions while administering drugs to patients. During the first week of the orientation, we were able to come up with a wide range of opportunities that the student and the mentor would get in during the mentorship program. For instance, one opportunity identified is that the student would learn on how to effectively administer medication. This is an important skill that every nurse should possess (Wilkes and Lesley, 41).

Furthermore, during this period in time, I had to establish the best relationship to create with my student. This is because a good relationship is the one that there is respect amongst both parties. Without respect, it would be very impossible for the learning objectives to be achieved during this mentorship program (Zerwekh and Ashley, 19). On this basis, the best method of creating respect and good association during this time is through the use of face to face communication. In conclusion, as a mentor, I was able to learn that I possess excellent communication skills.

This was my main strength during this relationship, as I was able to communicate effectively and confidently with the mentee. As a result, the mentee was well aware of what was required, and the various actions that he needed to undertake for the program. Furthermore, through this skill, the mentor was able to identify the various weaknesses of the first year student. This is because the mentor was able to create a close relationship with the student, who was later able to give out the various challenges faced regarding administration of medicine.

Furthermore, efficient communication played a role in determining whether the student achieved the learning objectives of the mentorship program. This is because through communication, the mentor was able to develop an assessment program, which would cover virtually all the topics of the learning objectives. On this note, the main factor that determines whether a mentorship program will succeed or not, is the nature of communication that exists between the mentor, and the mentee. Bibliography:Canham, Judith, and JoAnne Bennett.

Mentorship in community nursing challenges and opportunities. Malden, MA: Blackwell Science, 2002. Print. Scott, Ian, and Jenny Spouse. Practice-based learning in nursing, health and social care mentorship, facilitation and supervision. Hoboken, N.J.: Wiley-Blackwell, 2013. Print. Shaw, Mary E.. Mentorship in healthcare. S.l.: M&K Update Ltd, 2012. Print. Wilkes, Zoe, and Lesley Joyce. Mentorship. Harlow: Pearson Education, 2011. Print. Zerwekh, JoAnn Graham, and Ashley Zerwekh Garneau. Nursing today: transition and trends. 7th ed. St.

Louis: Saunders, 2011. Print.