2000 Word Critical Reflection on Strategies the Learner Has Used to Facilitate Learning - Preparing Facilitators of Practice Learning and Assessment
| Preparing Facilitators of Practice Learning and Assessment
Word count: 2179 |
The purpose of this assignment is to critically reflect on strategies used to mentor a second year mental health student in a community mental health team. The essay will refer to interpersonal skills used to develop the mentor-mentee relationship, and the practical steps taken to facilitate learning; to make this more tangible the focus will primarily rest on the author’s approach to teaching the learner how to administer an antipsychotic depot injection. The discussion will encompass major theories that underpin learning, explore the relevance of learning styles, and draw on relevant literature.
Any discourse on mentoring ought to begin with the question: what is the definition and role of a mentor? McAllister (1997) offers this: ‘A professional who engages in a teaching and learning process which is student centred and occurs in the context of client care. It involves the translation of theory into the development of knowledge and professional skills, with the incorporation of the affective domain needed for sensitive and ethical care.’ (McAllister 1997 p3). Darling (1984) identified the expected roles of mentors , which included that of role model, supporter, teacher and coach, giver of feedback, problem solver, challenger and investor; whilst Gopee (2007) offered a long list of desirable characteristics, such as patience, open mindedness, approachability, a sound knowledge base, self-motivation, good teaching skills, the ability to provide psychological support, tact, diplomacy, confidence, honesty and trustworthiness, versatility and flexibility, and willingness to be a mentor. Taking in the complex array of suggested roles, characteristics, and the ideas around mentoring, the author considered it pertinent to initially approach the mentor-mentee relationship with the simple tenets of a person-centred approach – Carl Rogers (1983) advocated using empathic
Word count: 2179 |
The purpose of this assignment is to critically reflect on strategies used to mentor a second year mental health student in a community mental health team. The essay will refer to interpersonal skills used to develop the mentor-mentee relationship, and the practical steps taken to facilitate learning; to make this more tangible the focus will primarily rest on the author’s approach to teaching the learner how to administer an antipsychotic depot injection. The discussion will encompass major theories that underpin learning, explore the relevance of learning styles, and draw on relevant literature.
Any discourse on mentoring ought to begin with the question: what is the definition and role of a mentor? McAllister (1997) offers this: ‘A professional who engages in a teaching and learning process which is student centred and occurs in the context of client care. It involves the translation of theory into the development of knowledge and professional skills, with the incorporation of the affective domain needed for sensitive and ethical care.’ (McAllister 1997 p3). Darling (1984) identified the expected roles of mentors , which included that of role model, supporter, teacher and coach, giver of feedback, problem solver, challenger and investor; whilst Gopee (2007) offered a long list of desirable characteristics, such as patience, open mindedness, approachability, a sound knowledge base, self-motivation, good teaching skills, the ability to provide psychological support, tact, diplomacy, confidence, honesty and trustworthiness, versatility and flexibility, and willingness to be a mentor. Taking in the complex array of suggested roles, characteristics, and the ideas around mentoring, the author considered it pertinent to initially approach the mentor-mentee relationship with the simple tenets of a person-centred approach – Carl Rogers (1983) advocated using empathic