Education is hugely important part of every individual that not only helps to empowers but also equips one with personal and professional competencies to compete and face the challenges of time. As such, the role of teachers and mentors becomes critical for myriad reasons…
Hence, the role of mentors and teachers becomes crucial as they are major facilitators of learning processes for children, young adults and students of higher learning (Megginson et al., 2006). The paper would therefore, critically evaluate the role of mentor in evaluating student learning in the nursing profession.
Mentors can be broadly be defined as guides and advisors for students in the process of learning. Though exact roles and responsibilities of mentors cannot be clearly defined but various scholars affirm that mentors mainly focus on individual students and facilitate learning environment in practice setting (Carnwell et al., 2007; Phillips et al., 1996; White et al., 1993). The major aim is to assess and evaluate students’ competencies, especially during pre-registration of healthcare workers. Department of Health has described it as ‘nurse, midwife or health visitor who facilitates learning, supervises and assesses students in the clinical setting’ (2001:6). Mentoring is intrinsic part of healthcare profession where mentors serve as important links in refining the skills and competencies of individuals to improve and improvise their performance. Thus, mentors are mainly experienced coaches or peer group who are capable of guiding young learners and sharpen their skills in the defined areas of expertise.
NMC (2008) emphasizes that qualified mentors are equipped with certain qualities which helps them to facilitate learning and assess students in practice settings. Some of these qualities as defined by Kerry and Mayes (1995) are: role modelling; nurturing attribute; capable of enhancing professional competencies of mentee; and building constructive relationship not only as teacher, friend or counsellor but as one of carer that is sustained over a period of time. These are key attributes that help to build bond of trust and mutual respect between mentor and learners. The mentors exert extensive ...
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According to the report the fact that nursing students need holistic development for the overall benefit of the healthcare industry cannot be overstated. One of the ways through which the stakeholders have sought to achieve this has been through providing nursing students with an opportunity to gain clinical experience.
Education is hugely important part of every individual that not only helps to empowers but also equips one with personal and professional competencies to compete and face the challenges of time. As such, the role of teachers and mentors becomes critical for myriad reasons. Indeed, the broader objectives of education are to empower students.
The key factor for facilitating learning in medical profession for students while still on practice is mentoring. This program is well established, and it is a significant aspect for pre-education programs. There are policy documents that indicate the criteria that health professionals have to meet in order to use the title of a mentor, and the competences they have to fulfill to perform the mentoring role effectively.
In order to develop this among students, there is a need to evaluate students on a regular basis and closely engage with them to ensure this is achieved (Ginny & Forrest, 2000). Evaluation is important because it enables one to know if the student is improving in the area that is under scrutiny.
According to the report the NMC standards, direct and describe the discrete knowledge and skills which are required by nurses and midwives in supporting students in practice. Eight domains have been identified by the NMC and they are namely establishment of effective working relationship, facilitation of training, assessment as well as accountability.
It is important to underline the increasing concern over the quality of health care that is partly contributed by the questionable ethical practices of the nurses and some professional malpractices arising from inadequate knowledge (Great Britain, 2009, 198-200).
This usually assumes the form of a developmental framework, and the development occurs in stages. In this framework, students on NMC approved pre-registration midwifery education programme would enable
Confucius took the teachings of the ancient Chinese and moulded them in such way, so as to address the needs of his time. His system of thinking and philosophy came to be known as “Confucianism.” His highly acclaimed teachings influenced the