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Positive and negative aspects of mentorship in nursing practice
Positive and negative aspects of mentorship in nursing practice
Reflection on mentoring nursing student
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In the following assignment the author will critically explore, discuss, reflect upon and evaluate mentorship within clinical nursing placements. With particular reference to learning disabilities and respite care, the author will look at the needs and benefits of mentorship, as well as the problems and constraints, especially being in such a specialised service. The author will explore the area of orientation, looking at why it is such an important aspect of the whole placement area. Once these aspects have been explored, the author will go on to discuss the placement, the problems that have been encountered throughout and the ways in which these can be addressed effectively, to ensure that they are reduced and expelled as much as possible.
Any names and places used throughout the assignment have been changed to ensure anonymity and maintain confidentiality at all times, adhering to data protection.
The concept of mentorship was originally introduced in the 1970s in America. It was fully embraced and bought over to the UK as a formal support system in the late 1980s (Learning Disability Practice, 2006, 9, 3, 16-18). At that time, nursing was predominately carried out by females. It was these females that identified the lack of, and need of a formal support system within the profession.
The role of mentorship has been explored by many authors and theorists since the introduction of it into the nursing profession. In 1982, Zwolski stated that 'mentorship is seen as a broader, longer term relationship, aimed at guiding the student towards an established place in the profession'. This was later backed up by Armitage and Burnard in 1991, arguing that 'a deeper understanding of the role and functions associated with a ...
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...iable. (www.NursingTimes.net 2008) Under the NMC guidelines, standards to support learning and assessment (2006), all nurses must mentor at least 2 students every 3 years. However not all nurses have acquired the knowledge, skills and attributes required to be an effective mentor. (NMC 2006). The Royal College of Nursing (RCN) discovered that the main reason for a student to have an inadequate placement is the lack of access to mentors, due to sickness, annual leave or other reasons. This consequently leads to a lack of consistency when setting goals, reviewing progress and assessing learning objectives at the final interview (RCN). Other reasons include short staffing – leading to overstretched staff not having time for students, being left to learn for themselves, thus meaning students aren't given the opportunities to learn and expand upon their experiences.
I presume the role transition from academic nursing student to Graduate Nurse will be challenging and rewarding. In their findings, the researchers Doody, Tuohy & Deasy (2012) stated that for a successful transition NGNs need to be competent in a range of domains: interpersonal skills, managing workloads, providing health information, communication, and prioritising care delivery. Although I believe I am competent in the above specified areas, I am still not confident that I would get sufficient support in the hospital environment in terms of knowledge sharing, moral support and being given constructive feedback. Constructive criticism increases confidence in the work role and reduces stress in an individual (Doody, Tuohy & Deasy, 2012). In my previous professional placements I have been able to demonstrate my competency to work in the healthcare environment. I have received positive feedback from placement educators, buddy nurses and patients. Despite being competent in a range of the above areas NGNs may still face transition shock.
Nursing is a profession that requires a unique skill set. A few of the traits include compassion, understanding and empathy. Clayton State University has a goal to produce competent, compassionate, professional nurses with communication and technical skills. Clayton State’s School of Nursing has outlined nine program outcomes or concepts that are part of the Conceptual Curriculum Model. These concepts include caring, communication, critical thinking, human diversity, informatics, interdisciplinary collaboration, nursing therapeutics, professional development, and theory based practice. These program outcomes relate to three nurse and client transitions; health-illness transitions, developmental transitions and organizational transitions. In health care, it is necessary to be knowledgeable and advanced in many areas in order to provide efficient care; these concepts are the foundation for a healthy nurse and client relationship.
The article I chose discusses the continual change in the roles of nurses. The article also poses a concept that nursing now is not based on caring, but medicine. “By accepting continual changes to the role of the nurse, the core function of nursing has become obscured and, despite assuming medical tasks, the occupation continues to be seen in terms of a role that is subordinate to and dependent on medicine.” (Iley 2004) Nurses are taking a more professional role, and more tasks are being delegated to assertive personnel. Therefore, with all these changes occurring, the role of the enrolled nurse is unclear. “Previously, having two levels of qualified nurse in the United Kingdom had been seen as problematic for health service managers and nurses themselves, and the ending of enrolled nurse programs in 1992 helped to solve this problem.” (2004) The study in this article gathered the characteristics of enrolled nurses and differentiated the groups converting to registered nurses, groups in the process of conversion, and groups interested or not interested in conversion. This study reveals the situation of enrolled nurses in context of continuing towards the professionalization of nursing. “The data from this study support the possibility that the role of nurses as direct caregivers is seen as a positive dimension of the work they undertake.” (2004) The findings imply that nurses need to get back to being caregivers, instead of concentrating on obtaining professional status in medicine.
There is little scientific knowledge when it comes to mentoring effects on future outcomes; in addition posing confusion as to how these programs continue to emerge. A major component in regards to program effectiveness is in measurement or evaluation of its structure (Deutsch, N., & Spencer, R., 2009). This is done by conducting surveys, focus groups, and interviews (Deutsch, N., & Spencer, R. (2009); Karcher, M., & Nakkula, M. (2010); Diehl, D. C., Howse, R. B., & Trivette, C. M. (2011); Osgood, 2012; Williams, 2011). Studies gives the researcher insight into knowledge that otherwise wouldn’t be known, in order to understand mentoring reactions and relationship styles better (Karcher, M., & Nakkula, M. (2010); Christens, B. D., & Peterson, N. A. (2012); Diehl et al., 2011; Leyton‐Armakan, J., Lawrence, E., Deutsch, N., Lee Williams, J., & Henneberger, A. (2012); Meyer, K. C., & Bouchey, H. A. (2010).
This intense relationship is build upon effective communication between the expert (mentor) and the novice (mentee). Nurses who serve as mentors should possess the ability to have open communication with the mentee thus trying to build a connection; similar to the therapeutic relationship nurses tries to build with a patient. Communication techniques include questions, thinking aloud, and debriefing (Frederick, 2014, p.590). Asking questions, specifically open-ended questions, helps the mentee to either confirm or clarify information. Thinking aloud allows for mentors to “promote problem-solving skills and decision-making skills” (Frederick, 2014, p. 591). Debriefing allows for reflection and learning through open communication. Communication is important aspect of nursing practice because it allows for collaboration with other members of the health care team, whose main interest is the health of the
A Nurse’s educator role that this writer selected from a handful of different function is that of a staff development role. Although this chosen role is challenging, it is rewarding. A staff educator can see the transition of a newly hired staff nurse and at the same time continues to transform the experienced nurse’s competence in their field or practice. “Nursing education strengthens professional competence and similarly strengthens personal character to produce a nurse fit for all dimensions of practice” (Glenn, 2014). Education has such a crucial role to play; it is an instrument to develop an individual as a whole. It is an opportunity for personal growth and success in life. Teaching a newly hired nurses (either new graduates or experienced nurses); the educator can see instantaneously the growth that a staff has accomplished. It is an achievement knowing that as a staff development educator, one has contributed to this phase of their professional development.
Since the nurses attending are established caregivers and young adults, the theory used for this project is Knowles’ theory of adult learning. The elements of this theory support how nurses, as adults, learn and can be useful in staff education development. The concepts of this theory are learner’s need to know, self-directed learning, previous experiences of the learner, readiness to learn, problem-solving learning, and motivation to learn (find resource). Adult learning, or andragogy, is based on the need to know the “why” the education is needed, how it will be conducted, and why it is important (reference). The concept of self-directed learning is adults taking ownership of what they are learning (find source). Previous experiences affect
Pellatt, G. (2006). Nursing mentors. The role of mentors in supporting pre-registration nursing students. British Journal Of Nursing, 15(6), 336-340.
In this essay, the advantages and disadvantages of two core theoretical models of coaching (GROW and Skilled helper model) and one of mentoring (5 C’s mentoring model) will be critically appraised.
Hood, J. (2010). Conceptual bases of professional nursing. (7th ed. ed.). Philadelphia: Lippincott Williams & Wilkins.
“Enabling” is the nurse 's’ responsibility to help the make a transition into the unknown. For
As the first nursing theorist, Hildegard Peplau identified seven therapeutic roles for nurses to use in developing a therapeutic relationship. As described in Johnson (2006), the roles include stranger, resource person, teacher, leader, surrogate, and counselor...
A nursing theory is a innovative product of nurses who seek thoughtfully to explain the aspects of nursing in ways that could be studied, assessed, and used by other nurses (Sitzman & Eichelberger, 2010). Nursing theorists are people who are, or have been, nurses who have reflected about how one might describe the phenomenon of nursing (Sitzman & Eichelberger, 2010). Each theorist has then tried in their own way to document their thoughts and observations based on professional and personal experiences (Sitzman & Eichelberger, 2010). Theories are significant in the sense of providing structure and order for guiding and improving professional practice, teaching, learning activities and research (Sitzman & Eichelberger, 2010). Each theory is as unique as the individual(s) who developed it (Sitzman & Eichelberger, 2010). In this paper, nursing theorists Martha Rogers and Dorothea Orem are analyzed within the context of the their theory, questions, major assumptions and the four key concepts of the metaparadigm of nursing - person, environment, health and nurse (Meleis, 2011a). Each theorist will then be compared on similar and dissimilar components to their theory.
Fawcett, J. (2001). The nurse theorists: 21st-century updates - - Dorothea E. Orem. Journal of Nursing Science Quarterly, 14(1), 34-38. doi: 10.1177/08943180122108021.
This paper is going to reflect my thoughts on nursing as a profession and why I think the different aspects of nursing are so important. The purpose of the content in this paper is to give the reader a straightforward view on nursing and the different components of what makes up a nurse. I will do this through analyzing the theory of nursing created by theorist Jean Watson. Her ideas about nursing and mine flow so well together and the similarities are noted throughout the paper.