These are orienting the learner to the practice setting, encouraging the patient acceptance of the learner and the role of the practice as a teaching facility, adapting the patient schedule while working with the learner, keeping the flow going, and finding some time to teach the students. The efficient and effective orientation includes the establishment of a system that can orient learners to help assure the teacher that he or she will be able to cover all the relevant points with each learner. Some preceptors tend to use the checklist in reminding the learners of the topics that are to be covered while clarifying his or her expectation. If learners are made to be available throughout, it can help save time in writing out procedures, policies, expectations and responding to questions after the learner reviews the handout. Letting learners note their past experiences reviewed in previous meetings can also be an effective step in assessing the levels and skills of the students. As an orientation process, the development of 5-8 rotation objectives that can be achieved with the learners can help in focusing the process of teaching during the rotation process. Preceptors that adopt the process to write the rotation objectives down and make sure they are hanging in the clinical area to create awareness to other staff of the interest of the learner. Encouraging other staff to take part in the orientation process lightens the workload and helps the staff to feel that they have invested in the education of the learner.
This essay analyzes the establishment of effective working relationships which is beneficial because it provides room for families to work together, and also provides care for the family as one of the patients in order to give a satisfactory standard of care…
However, many of these relationships have proved problematic over the years and failed to deliver the anticipated benefits. Over time it has been felt that closer working relationships would aid the customer / supplier relationship portfolios through the reductions of costs, quality based improvements, novel product development and the like.
This research is being carried out to discuss the important attributes of the mentor, and a variety of stages involved in mentor-student connections. The experience can help many nurses to identify areas of progress, and decide their future course of action, for example to pursue a career as a nurse educator, nurse practitioner or nurse manager.
As such, I made it certain to commence my relationship with my student on such terms. Since this is the first day that I met with my pupil, I made use of this period to introduce myself and gave a passing glimpse as to how I ended up in this career. I also endeavoured to lay the foundation for a more open relationship between us so that my pupil will come to regard me as more than just a teacher.
The major objective of education is to empower students with knowledge that facilitates effective decision making for optimal outcome. It also equips them with personal and professional competencies so that they are able to deliver the expected outcome with higher efficiency.s
Since mentors spend most time with students in the clinical area, they are in the best position to judge student’s capabilities and to guide and assist them in developing and achieving their learning objectives. The NMC (2006) states that nurses who take on the role of mentorship must be registered with the NMC and be on the same part register as the student they assess.
Such an approach is necessary in order to educate a student population that is far more heterogeneous now. The current research suggests that learning and student development are promoted through strategies aimed at