Prior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I will show her how to scrub correctly in the format used by the scrub nurse team in our department. I planned to use the Peyton 4 stage approach throughout the process. This model may be expanded or reduced depending on the background skills of the learner. As with all teaching, the learner must be given constructive feedback and allowed time for practice of the skills.
A surgical skill has both a cognitive and a psycho-motor component. In fact, in those with reasonable manual dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the steps of the operation in the mind, and ensuring this combination has occurred before attempting the skill.
Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton.
The learner can go from a unconscious incompetence where they do not know the procedure , through conscious incompetence where they realise what they do not know , to conscious competence when they begin to understand and carry out the task to the required standard. The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine Immenroth, M, These stages allow the learner to quickly progress through the first three of the four levels of learning.
It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee.
Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is unable to carry out stage four, then the process should be repeated from stage two through stage three to stage four.
A common mistake in teaching is to continue to oscillate between stage two to stage four, missing out on stage three which is one of the most important parts of the process, particularly when it comes to more complex procedures which will be discussed later Grantcharov,TP, The learner must be made feel that they are welcome and important; this way will assist the learner to incorporate themselves into the clinical environment Welsh and Swan The setting of our formal and practical learning session was essential as Helen was not familiar with working in a hospital theatre based environment.
Present during the procedure were myself, Helen, and my sign off mentor Teresa. The chosen location was a unused theatre suite, it was chosen as it is a quiet area,and would minimise interruption. This setting also ensured that Helen had my full attention during the teaching session. Using Peyton;s 4 Stage approach allowed me to have a structured session in place with observation, discussion and direct questioning, so Helen is fully aware that she is being assessed at the time of questioning.
I had taken into account in which manner Helen learns ,as it is important to recognize her learning style ,so that it can be incorporated into the learning material to facilitate effective learning McNair et al Recognizing her individual learning style helps me to arrange her learning preferences. According to Kolb there are four distinct styles of learning or preferences which are based on four stages, diverging, assimilating, converging and accommodating learning styles.
Being approachable and friendly, I was able to maintain a trusting and comfortable relationship beneficial to learning. Helen felt that my character was strong with a professional relationship throughout the learning experience.
According to Helen and Teresa feedback, I had delivered the teaching session well,it was well structured and with a relationship hich reduced her tension and anxiety and helped her ability to learn.
Personally I thought it went very well, having planned my session and using the 4 stage approach, it gave me and Helen a greater understanding of the process and also has given me more confidence for further experiences.
Personal attributes of the mentor is sometimes the number one barrier when creating an effective learning experience. You need to be a good role model to be a good mentor. To be a successful mentor, it is important that you will find ways to improve the learning environment. Students can come from varying nursing backgrounds and have also had varying experience working in their chosen healthcare setting. Therefore, it is necessary to make an appropriate environment for each individual to take full advantage of the learning process Lowenstein and Bradshaw The operating theatre can be a fantastic clinical learning environment.
Observations, perhaps highlight that it is not only students that need to reflect on their practice, but also mentors as learning is a lifelong process Gopee Mentorship has been forever present in healthcare for many years. Gopee suggests that this concept has been evolving and developing since the early s, but it was formally adopted by the nursing profession in the s and subsequently by Operating Department Practitioners ODPs CODP The philosophy of supporting junior colleagues and students has had many different titles and names since its inception: This certainly defies the CODP standards for mentorship preparation and also contradicts the two separate codes of professional conduct HPC Practitioners are accountable to their professional bodies and are also accountable for the safety of future patients.
The RCN states that mentors are accountable both for their professional judgements of student performance, and also for their personal standards of practice, the standards of care delivered by their students, and the standards of teaching and assessing of the student under their supervision.
A mentoring relationship is therefore a very complex and demanding role and one for which nurses and ODPs should be adequately prepared Duffy The recommendations from the Francis report and the NHS England Constitution both emphasise the importance of strong leadership at all levels and by all disciplines of staff. Good leaders should be role models for their peers and students, they should exhibit the values expressed in both the Francis report and NHS England Constitution This is particularly important for mentors as you are guiding and shaping the practitioners of the future and we need to ensure your student takes on and displays these values.
There should be a clear relationship between strong leadership, a caring and compassionate culture and high quality care. We all have parts to play in providing strong compassionate leadership within and across teams, and across organisational boundaries. The 6Cs belong to all health and care staff from nurses, midwives and doctors to executive boards and commissioning boards. For the vision of Compassion in Practice to become a reality, every person involved in the delivery and management of the healthcare system should commit to ensuring that staff work in supportive organisational cultures.
In conclusion, it is clear that the role of the mentor is not an easy one. The task revolves around two key characteristics, namely being a good role-model and being an active facilitator of learning. This can be achieved through the implementation of a framework that would act as a guideline for staff nurses who may be paired with students to follow ensuring continuity of the mentoring process.
Communication amongst unit staff and nursing schools who place the students is crucial for outlining expectations from the staff and students. In the current health care environment, mentorship continues to be a challenge for nurses as finding the balance for the education of a student and completing assigned duties in an already high stressed, high paced nursing environment is diminishing the mentorship process, and in the larger picture, compromising the values and principles of the profession and the quality care we provide.
The working model of acquiring skills and knowledge by self-direction under indirect supervision was the model of choice as the scope of practice in nursing was limited and un-regulated. Providing competent, comprehensive, accountable, and safe care founded upon evidence has become the driving force behind fostering the future nurses of tomorrow. Utilizing nurse leadership to be pro-active in creating positive and safe work environments through empowerment and support of nursing staff is an effective strategy in addressing barriers to the mentorship perception and process.
Pragmatic approaches and follow through with nursing concerns and issues, specific or broad in scope, will bring about better learning environments for both mentor and mentee. As a collective, advocating for quality work environments which support the opportunities for mentorship and education is sound ethical practice and must be encouraged for successful student outcomes CNA, This addresses the dynamic nature of nursing as a self-regulating profession.
As our profession evolves, and issues are clarified through analysis and subsequent practice standards, this phrase is becoming more uncommon amongst new nurses as the dynamics of nursing is shifting in an accelerated evolution.
Mentoring is not a legally binding term but viewing from a professional standpoint, it is an ethically binding term because it is the responsibility of all nurses to represent their profession through attitude, knowledge, accountability, ethical practice, and continuing competence within the scope of education and patient care CNO, It is important for all nurses who interact with students to be cognizant of the fact that their knowledge, attitude, and communication skills play a direct role in the educational process no matter how small the interaction.
One negative experience can influence a students perspective on the profession and affect their practice with patients and colleagues. Providing culturally appropriate care within a professional relationship within the context of mentorship is crucial in attaining mutual respect and trust.
Taking into consideration and being respectful of the differences of ethnicity, culture, and belief structures provides a strong basis for mentorship and enhances the learning experience as both nurse and student are comfortable and confident with the established relationship. Cultural competency is an integral part to nursing practice and nurses and nursing students must be sensitive to their own values and assumptions about patients and colleagues to be able to create health care environments conducive to learning and healing.
Nurse attitudes and nursing mentorship towards students within the construct of society is a relatively unknown issue. Professions have a tendency to be non-transparent unless exposed creating greater awareness. Since the framework for education is in place, it is difficult to expose instances where negative student experiences have compromised patient care. As long as the quality and continuity of care is present the awareness of potential educational shortfalls with students will be masked and will remain an issue solely within the context of nursing without the important prevailing opinions of an informed public.
From a political standpoint, mentorship and nurse relationships with students is an investment in health care. Having confident, educated, and competent nurses working within health care in all its aspects improves the health outcomes of patients and their families and subsequently reduces fiscal spending on redundant or repetitive re-admissions or treatments.
Lack of mentorship and one on one teaching benefits nothing as students may develop autonomous strategies for self education that may not be founded in evidence. This decreases the viability of the profession as a whole and contributes to dangerous work environments for staff and patients.
Recently in Ontario, the government instituted the nursing graduate guarantee initiative. This ensured guaranteed full time employment for all nursing graduates that signed up for the program in an area of their choice. For six months, new graduates are to receive mentored employment by senior nurses enhancing and nurturing the integration of new graduates into the professional workforce.
This investment has proven to be a success, so much so, that problems have arisen from it. Staffs from various hospital units across the province are reporting a lack of senior nurses to mentor new graduates as they at times outnumber the qualified staff.
This initiative mandates participating hospitals to pair new graduates with mentors as written in the policy manual. This is causing a backlash as new graduates are forced to look beyond their areas of interest or to relocate to work and gain the invaluable experience with paired mentors Nursing Graduate Steering Committee, As these issues have been identified, ideas must be generated for recommendations in how to solve this issue.
As the logical shift to evidence-based practice and approached becomes the norm in professional practice, mentorship is becoming the standard of clinical educators. The Ontario government and other health care stakeholders are aware of this hence the mandatory criteria of mentorship are to be met. The benefactors of mentorship are everyone. Government benefits with improved patient care with better outcomes.
The profession of nursing benefits as continuity and quality care is ensured through sound practice founded through supportive and evidence-based learning.
This promotes a better image and greater emphasis on trust, the building block of the nurse-client relationship. Patients and their families benefit as the mentored nurse provides the best possible care and treatment ensuring the best possible outcomes within the framework of evidence-based practice. Safe, accountable, comprehensive and competent care is just a few of the many reliable benefits patients and their families will receive as smart, motivated, and inspired degree nurses bring improved practice and thinking to the bedside or wherever they may be.
Taking in to consideration that the profession of nursing is female dominated, focusing on the distinctly unique female approach to leadership and education plays a major role in the acceptance and attitude towards the education of nursing students. Women have a unique understanding of women and this reflected in the nature of mentorship styles and adjustment to learning needs.
This draws upon the fundamental basis of nursing which is caring and expression, traits traditionally not associated in the mainstream with males Philips, Mentorship is not associated with either men or women but for students entering a complicated and challenging workforce.
Sex does not determine competency or skill-set learned through mentorship but rather influences the perception of nursing by patients and their families. As the profession evolves, so does opinion and thought towards competent mentored nurses by the very people we treat and care for.
This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department.
Nursing Mentorship Program Essay example Words 3 Pages As Finkelman () stated, “Mentoring, and important career development to that can be used by nurses any type of set or specialty, can be used to develop the critical leadership skills needed by nurses.
I also have made use of the characteristics and roles of mentors in forging effective learning. Having all these in mind, I should work on improving my mentorship skills further, both by example and facilitation through attending mentorship updates and reading evidence based literature on mentorship. CONCEPT ANALYSIS OF MENTORING IN NURSING Abstract Title: A Concept analysis of Mentoring in Nursing The aim of this article is to provide a greater understanding of the term “Mentoring” .
There have been many different definitions of mentors, and according to Jackson () these definitions have added to the ambiguity of the role of the mentor in today’s nursing press, perhaps the most clear definition is by the Nursing & Midwifery Council (NMC ) who state that “A mentor is a practitioner who has met the outcomes to become a qualified mentor and who facilitates learning and supervises . Essay on Mentorship in Nursing. Mentoring has been established in a variety of fields for many years. Within nursing, the term ‘mentor’ denotes “A nurse, midwife or specialist community public health nurse who facilitates learning and supervises and assesses students in a practice setting”, (Nursing and Midwifery Council (NMC) ).