The mentor in nursing education will need to establish authentic relationships with students grounded in mutual trust and respect so that students gain the self-confidence to achieve their potential in learning. The humanistic paradigm offers opportunities to relate to students…
Gillespie (2005) asserts that a connected student-teacher relationship is characterized by the teacher nursing with students so that students “experience self-confirmation of their existing capacities and, prompted by the example of the clinical teacher, become aware of potential capacities” (Gillespie, 2005, p. 215). When investigating student perceptions of effective and ineffective clinical instructors, Tang, Chou, and Chiang (2005) found that students perceived that the most effective clinical instructors were those having strong interpersonal relationships with students and rated “solves problems with students” as the highest rated item within that category (p. 190). This would suggest that working together with students and role modeling professional behaviors are powerful determinants of effective teaching (Tang, Chou, & Chiang, 2005, 187-192).
The term mentor is used to denote the role of a nurse, midwife, or even a health visitor who facilitates learning and assess students in the practice setting. According to Department of Health, the mentor role is to facilitate learning across pre and post registration programmes. In order to do that, the mentor must supervise, support, and guide students in institutional practice where learning happens in a clinical environment. One of the main roles is assessment where implementation of approved procedures for assessment is to be executed by the mentors. They would thus be facilitators of learning in the practice setting, where they would manage and contribute to the experience of the student nurses (Nursing and Midwifery Council, 2008, 1-17).
The Nursing and Midwifery Council has developed a framework to support learning and assessment in practice. This framework also defines and describes the requisite knowledge and skills that are needed to be applied in practice when they support and assess students undertaking ...
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Work Experience is a designed practical learning action, and is an important assessment of an educational course. The experience of work allows learners to increase work skills, assess employment opportunities, and handle different types of work and working environments.
Part 2 Introduction 8 Team working and working with others 8 Time Management 9 Adaptability 9-10 3. Part 3 Key learning from the WBL module 11 Areas enjoyed/not enjoyed and areas to pursue in the future 11-12 What would I change about what work I want in the future 13 WBL contributed to my awareness of future careers decisions and plans 12-13 How have guest lectures contributed to my future career planning 13 Key areas for development and actions for meeting needs 13-14 Bibliography 15-17 PART 1 How you went about securing your work experience It was in 12011 during my summer holidays that I decided to visit the site of the ‘Blackboard’ to check if there is any updates for jobs.
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