Mentorship: Nursing and Samantha
This assignment aims to critically evaluate the four key professional requirements for mentorship practice. The assignment endeavours to reflect on clinical practice with Samantha a third year student nurse on her final placement in the Emergency Department. The assignment aspires to critically discuss different theories of adult learning relating to Samantha’s practical and academic experiences. The positive and negative aspects of effective learning environments are identified and discussed making recommendations to improve the current learning environment. The assignment critically analyses the accountability of the mentor in relation to the assessment of the student and the student’s professional growth and development. Recommendations to improve self performance and knowledge, as a mentor identified through reflection and reference to literature will be referred to throughout the assignment. To maintain confidentiality names and places have been changed in accordance with the Nursing and Midwifery Council Code of Professional Conduct (NMC 2008).
The purpose of Samantha’s A&E placement was for her to learn the function of an A&E department and to gain skills in relation to patient assessment. On Samantha’s first shift in the department the author conducted an initial interview. The purpose of this was to discover Samantha’s background, stage in her training, aims and objectives for her A&E placement. Philips et al (2000) highlights the importance of discovering what the student already knows. This is important because if the mentor fails to check the students stage of learning then the teaching could be give on the wrong level resulting in no new learning taking place. It also provides an opportunity for the mentor and student to build a rapport by discussing their past experiences together. Wallace (2003) highlights this helps the mentor devise appropriate strategies for the student to aid the student’s learning. This then creates
The purpose of Samantha’s A&E placement was for her to learn the function of an A&E department and to gain skills in relation to patient assessment. On Samantha’s first shift in the department the author conducted an initial interview. The purpose of this was to discover Samantha’s background, stage in her training, aims and objectives for her A&E placement. Philips et al (2000) highlights the importance of discovering what the student already knows. This is important because if the mentor fails to check the students stage of learning then the teaching could be give on the wrong level resulting in no new learning taking place. It also provides an opportunity for the mentor and student to build a rapport by discussing their past experiences together. Wallace (2003) highlights this helps the mentor devise appropriate strategies for the student to aid the student’s learning. This then creates
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