The purpose of this essay is to provide a reflection on my experience throughout the course of mentorship program with a virtual student (Chris) under the requirements of the University and in conjunction with the Hospital’s policies and procedures. This essay will focus on the domains identified under the Nursing and Midwifery Council (NMC 2015) as Prioritise people, Practise effectively, Preserve safety and Promote professionalism and trust.
The education of nursing students takes place at multiple learning environments. In the United Kingdom, 50% of the time will be at a higher education institution (HEI) and the other 50% will be spent in clinical practice, known as clinical placement (Foster, Ooms & Marks-Maran 2015). During the clinical …show more content…
Mentors must have been registered for at least one year and have undertaken a validated mentorship preparation programme (NMC 2008a). It was Northcott (2000) who established specific actions that a mentor needs to provide to fulfil his role: listening, providing structure, encouraging, advocating, sharing, celebrating, setting tasks, confronting, agreeing standards, role modelling and mirroring. To act like a mentor the registered nurse needs to have clinical knowledge and experience and an informed appreciation of student assessment processes (Casidy 2009). Education is constantly changing and as a mentor we should attend an annual …show more content…
In this meeting we had the opportunity as well to set up the ward’s Strengths, Weaknesses, Opportunities and Threats. As Elcock, K. and Sharples K. (2011) recommended we didn’t try to schedule the initial interview for her first day of the placement, as it will be too much information for the student to assimilate. It is expected for Mentors to facilitate learning opportunities and adapt their teaching to the learning needs of individual students.
In Lorna’s document (Anderson, Lorna 2011) we can find that as adult learners, professionals need to develop a culture of lifelong learning and teaching in the workplace and need to take responsibility for their learning (Hinchliff 2004). However, as mentors it is helpful to appreciate that individuals have their own style of learning. For example, Honey and Mumford (2006) identified four types of learner: The activist, the pragmatist, the theorist and the
The education of nursing students takes place at multiple learning environments. In the United Kingdom, 50% of the time will be at a higher education institution (HEI) and the other 50% will be spent in clinical practice, known as clinical placement (Foster, Ooms & Marks-Maran 2015). During the clinical …show more content…
Mentors must have been registered for at least one year and have undertaken a validated mentorship preparation programme (NMC 2008a). It was Northcott (2000) who established specific actions that a mentor needs to provide to fulfil his role: listening, providing structure, encouraging, advocating, sharing, celebrating, setting tasks, confronting, agreeing standards, role modelling and mirroring. To act like a mentor the registered nurse needs to have clinical knowledge and experience and an informed appreciation of student assessment processes (Casidy 2009). Education is constantly changing and as a mentor we should attend an annual …show more content…
In this meeting we had the opportunity as well to set up the ward’s Strengths, Weaknesses, Opportunities and Threats. As Elcock, K. and Sharples K. (2011) recommended we didn’t try to schedule the initial interview for her first day of the placement, as it will be too much information for the student to assimilate. It is expected for Mentors to facilitate learning opportunities and adapt their teaching to the learning needs of individual students.
In Lorna’s document (Anderson, Lorna 2011) we can find that as adult learners, professionals need to develop a culture of lifelong learning and teaching in the workplace and need to take responsibility for their learning (Hinchliff 2004). However, as mentors it is helpful to appreciate that individuals have their own style of learning. For example, Honey and Mumford (2006) identified four types of learner: The activist, the pragmatist, the theorist and the