Mentorship: Nursing and Practice
The aim of this assignment is to choose a key aspect of facilitating learning and assessment with a learner, whilst critically evaluating my practice, using professional standards and current theory and literature to illustrate how I have developed as a mentor and educator in practice. For the purpose of this assignment, the key aspect I will be focusing on will be standard 4 – creating an environment for learning, from the Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: mentors. Throughout this assignment, I will incorporate the principles of Gibb's (1988) reflective cycle to help guide me through this process. I will also be referring to my learning plan throughout, which can be seen in appendix 3.
The role of a mentor has been demonstrated to be pivotal to the student's clinical learning experience (Myell et al., 2008). The Department of Health (2001a: 6), defined a mentor as a qualified or experienced nurse who can effectively facilitate learning within the practice setting, with their role being to guide, support and supervise a mentee through the process of learning and assessment. This statement is supported by the Royal College of Nursing (2007) who illustrate the importance of the practice mentor when, teaching, supervising and assessing students in order to ensure they are purposely fit for practice. The role of a practice mentor consists of a number of responsibilities. However, mentorship judgement and the decision in which the practice mentor makes regarding whether the student is fit for practice rests on the mentor’s accountability (NMC 2008).
The learning and assessment process to which I am now referring took place on a busy emergency assessment unit between me and a second year student nurse undertaking her critical care placement, who for the purpose of this assignment I have named Jenny, a pseudonym to project confidentiality. Through discussion, the examination of the PR2 and the use of
The role of a mentor has been demonstrated to be pivotal to the student's clinical learning experience (Myell et al., 2008). The Department of Health (2001a: 6), defined a mentor as a qualified or experienced nurse who can effectively facilitate learning within the practice setting, with their role being to guide, support and supervise a mentee through the process of learning and assessment. This statement is supported by the Royal College of Nursing (2007) who illustrate the importance of the practice mentor when, teaching, supervising and assessing students in order to ensure they are purposely fit for practice. The role of a practice mentor consists of a number of responsibilities. However, mentorship judgement and the decision in which the practice mentor makes regarding whether the student is fit for practice rests on the mentor’s accountability (NMC 2008).
The learning and assessment process to which I am now referring took place on a busy emergency assessment unit between me and a second year student nurse undertaking her critical care placement, who for the purpose of this assignment I have named Jenny, a pseudonym to project confidentiality. Through discussion, the examination of the PR2 and the use of