Here, nurse mentors are supposed to come up with appropriate strategies for intervening to address the areas where a student portrays weaknesses (Cottrell 2013). By differentiating the treatments to facilitate in addressing the needs of underachievers, it would be possible to start addressing the problem attributed with underachievement in both the society and schools (Duffy 2007).
For instance, there are diverse forces that lead to underachievement among students. This creates a need to adopt interventions for reversing the effects of underachievement. Instructional interventions and counselling are among the key strategies that nurse mentors can adopt to deal with the issue (Cooper and Gosnell 2014). Various counselling interventions lay emphasis on altering the family or personal dynamics, which lead to underachievement by a student. These interventions may target family, group, or individual mentoring. In diverse mentoring instances, a nurse mentor should refrain from forcing a student to become a successful. Rather, the mentor should focus on helping the student to determine whether success is a valuable goal, creating room for changing counterproductive behaviour (Brown, et al. 2012).
Furthermore, a major instructional intervention that has been noted to play a major role in assisting underachieving students is placing them part-time to special classrooms. In these designated environments, mentors aim at providing the students with an appealing environment by altering the customary classroom environment. Usually, small ration between the student and the mentor prevails where the mentors can offer mentoring services and choice for exercising control and freedom in their environment. Here, the students are encouraged to utilize diverse learning strategies as well as adopt self-directed behaviour (Cooper and Gosnell 2014). Thus, this paper ...
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