The Nursing and Midwifery Council (2008 9:45) defines mentoring “as a registrant who has met the outcomes of stage 2, (qualified) facilitates learning, supervises and assesses students in practice settings”. In order to do this effectively, I am going to negotiate learning need by using appropriate strategies to offer guidance, provide feedback to offer support.
Working as a Cardiographer in a Cardio-Respiratory department, I am currently mentoring a first year Cardiac Physiology student, to remain confidentiality she will be referred to as Student A. Student A, is on a yearlong placement consisting of weekly and block week visits, combined with attendance at university when not on placement. As her Mentor, I conducted her induction, …show more content…
2) Informative- Make her aware of how to gain access to resources such as the onsite education centre, Occupational Health services or student counselling if she needs it.
3) Confrontational- I asked Student A the reasons as to why she thinks other members of staff have reported this behaviour and if she would agree with the statements made. Is she having any personal problems that could be affecting her participation in lectures or is there any particular tasks she is having difficulties with.
4) Supportive- I could do this by allowing Student A time alone to reflect upon the meeting, maybe suggest she could write down her feelings towards the situation, and ways in which we could resolve them together. Which learning style does she prefer?
5) Cathartic- offering Student A opportunity to verbalise the reasons why she is …show more content…
Student A, has come from classroom based learning to a more self-directed learning via lectures, having attended university straight from sixth form. Having not previously had any work experience in a hospital environment, only brief work experience in a GP surgery, the transition to hospital may be a daunting task. Firstly, Student A needs to master how to effectively and appropriately communicate with the patient, using their interpersonal skills. Student A is phased into the hospital, working within the outpatients department. Patients are more likely to be able undress/dress independently. Prior to placement, Student A successfully completed their mandatory training, which included moving and handling. Student A will gain confidence in communicating with patients, thus hopefully it will be less daunting to work under pressure in emergency situations for example in A&E or ICU, where the patient may be unconscious or critically ill. The learning environment can be seen as a distraction (Boud and Walker 1999), therefore informal meetings can be arranged after the event in a quiet, private room to review any cases that have not been fully understood. They can progress to working with inpatients on the wards, where they learn to use and develop their interpersonal skills to effectively communicate with patients, by gaining consent, asking questions to determine a brief clinical history,
Working as a Cardiographer in a Cardio-Respiratory department, I am currently mentoring a first year Cardiac Physiology student, to remain confidentiality she will be referred to as Student A. Student A, is on a yearlong placement consisting of weekly and block week visits, combined with attendance at university when not on placement. As her Mentor, I conducted her induction, …show more content…
2) Informative- Make her aware of how to gain access to resources such as the onsite education centre, Occupational Health services or student counselling if she needs it.
3) Confrontational- I asked Student A the reasons as to why she thinks other members of staff have reported this behaviour and if she would agree with the statements made. Is she having any personal problems that could be affecting her participation in lectures or is there any particular tasks she is having difficulties with.
4) Supportive- I could do this by allowing Student A time alone to reflect upon the meeting, maybe suggest she could write down her feelings towards the situation, and ways in which we could resolve them together. Which learning style does she prefer?
5) Cathartic- offering Student A opportunity to verbalise the reasons why she is …show more content…
Student A, has come from classroom based learning to a more self-directed learning via lectures, having attended university straight from sixth form. Having not previously had any work experience in a hospital environment, only brief work experience in a GP surgery, the transition to hospital may be a daunting task. Firstly, Student A needs to master how to effectively and appropriately communicate with the patient, using their interpersonal skills. Student A is phased into the hospital, working within the outpatients department. Patients are more likely to be able undress/dress independently. Prior to placement, Student A successfully completed their mandatory training, which included moving and handling. Student A will gain confidence in communicating with patients, thus hopefully it will be less daunting to work under pressure in emergency situations for example in A&E or ICU, where the patient may be unconscious or critically ill. The learning environment can be seen as a distraction (Boud and Walker 1999), therefore informal meetings can be arranged after the event in a quiet, private room to review any cases that have not been fully understood. They can progress to working with inpatients on the wards, where they learn to use and develop their interpersonal skills to effectively communicate with patients, by gaining consent, asking questions to determine a brief clinical history,