The teachers and mentors, as such, emerge as major facilitators for learning processes within the academia for students of all levels extending from children to the students of higher learning (Megginson et al., 2006). The paper would therefore, be discussing the key enabling factors that contribute to the effectiveness of the mentors…
Walsh (2010) asserts that successful mentors are those that foster growth and development in others. Indeed, within the broader precinct of education, mentors can be defined as guides and advisors in the learning process. Various scholars are of the view that mentors provide enabling environment to students in practice setting (Carnwell et al., 2007). Mentoring is core aspect of healthcare profession that serves as critical linkage in forging constructive relationships and developing skills and competencies of individuals to improve and improvise their performance. Department of Health (2001:6) describes it as ‘nurse, midwife or health visitor who facilitates learning, supervises and assesses students in the clinical setting’. As such, mentors identify and evaluate core competencies of students and help exploit them for improved performance. It is especially true for pre-registration of healthcare workers and RNs so that they are better equipped to face the challenges of the times. Hence, effective mentoring guides young nursing professionals to identify and develop their competencies for higher healthcare delivery.
Role of mentor is critical aspect in the transition of students into the registered healthcare professional due to huge shift to responsibility and accountability of the changing position. Gopee (2011: 9) claims that role of mentor in nursing education is to ‘direct focus on enabling students to gain safe and effective clinical practice skills during practice placement’. He has broadened the framework of mentorship by not only expanding on the definition of DH and including the mandatory qualification and experience of registered nurses as defined by NMC but also by elaborating on the expected roles of mentors within clinical setting with context specific experience and qualifications. NMC (2008) describes eight major roles of mentors: preceptor; assessor; clinical educator; clinical supervision; clinical supervisor; Practice teacher; registrant, supervisor. Preceptor has basic minimum qualification of twelve months’ experience who facilitates students’ transition to registrant (DH, 2010). These have therefore becomes vital aspects of mentors. The assessor is equipped with essential skills and knowledge to assess students’ competencies. The Clinical educators, clinical supervision and clinical supervisor help the nursing students to enhance their skills in clinical setting through effective feedback. 3. Importance of mentoring Carlisle et al., (2009) emphasize that mentors’ role as practice education facilitator (PEF in short) and personal or link tutor is vital in nursing paradigm. They have described them as teacher in nursing and midwifery who encourage students learning experiences in practice setting by assessing their skills through feedback, guidance and reflective practices. Personal tutor and link tutor are often allocated to individual students to monitor their progress and coordinate with mentors on a regular basis. In healthcare education, link tutors have evolved as essential components of practice sessions. They pace their teaching as per the students’ competencies in terms of their learning experienc ...
Cite this document
(“Professional development and the role of mentorship Essay”, n.d.)
Retrieved from https://studentshare.net/nursing/68512-professional-development-and-the-role-of-mentorship
(Professional Development and the Role of Mentorship Essay)
“Professional Development and the Role of Mentorship Essay”, n.d. https://studentshare.net/nursing/68512-professional-development-and-the-role-of-mentorship.
The researcher of this current paper tells that mentors are required to focus their attention on individual learners, whereas, the other two are more inclined towards fulfilling a cumulative responsibility of assessing and completing the milestones of curriculums and to aid the learning environment.
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.
Aside from being a mentor, nurses also function as assessors. As assessors, they assist and evaluate activities of nursing students in the field. This paper shall provide a reflection on my role as a mentor-assessor. It shall incorporate a critical analysis and evaluation of the assessment skill.
Formative assessment of students’ skills is an important component of successful mentorship; unfortunately, not all nurses can become good mentors. A student assessed formatively on their hand washing technique and their ability to apply principles of asepsis is influenced by a variety of factors, from their relationship with the mentor to mentors’ leadership style and the culture, in which they operate.
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.
A novice in the field if supported and guided through the course of his or her initial phases has the prospects of becoming a leader in the field and also be able to mentor other novices in future. Donning the role of a mentor in healthcare profession is seen as privilege as it is seen to provide one with the opportunity to guide and steer the future of service provided in the field (Hawkins and Fontenot, 2010).
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.
Mentoring is the chosen approach to be used in pre-registration programmes to ensure that the next generation of nurses, midwives and health visitors are able to competently carry out their tasks. This is especially true in today's clinical setting as more and more nurses are needed to care for an aging population.
Lovelady (2000) also found that simply memorising the features and operation of equipment often results in inefficient handling of it in the ward, as the learning is not remembered in longer term. Hence the student should be taught in contextualised manner to develop cognition and comprehension.
sure success in mentoring and other workplace learning approaches, Viewed 5 October, < http://www.nursingtimes.net/nursing- practice/specialisms/educators/skills-to-ensure-success-in-mentoring-and-other- workplace-learning-approaches/5010479.> 13
A mentor is simply a wise
10 Pages(2500 words)Essay
GOT A TRICKY QUESTION? RECEIVE AN ANSWER FROM STUDENTS LIKE YOU!
Let us find you another Essay on topic Professional development and the role of mentorship for FREE!