Practice Theoretical Assignment: The Role Of A Nursing Mentor
Multi-Professional Support of Learning and Assessing in Practice Theoretical Assignment
The Role of a Nursing Mentor
The design of this essay is to focus on two different aspects of mentorship in a nursing environment. Part one will focus on the role of a clinical mentor and part two will explain an assessment of a student nurse through the vision of a new mentor observing a clinical procedure undertaken by the student.
The aim is to cover the learning outcomes of the module and focus on current literature and evidence surrounding the topic of mentorship. The subject is well covered in literature regarding the role of a mentor. More often than not it focuses on the positivity of having a supportive mentor to assist the affective learning …show more content…
of a student nurse, so they can meet their own learning outcomes. The Nursing and Midwifery Council (NMC) published standards that explain the necessary requirements for a registered nurse to become a mentor. The publication of 2006 explains, ‘Mentors are accountable to the NMC for their decision that students are fit for practice and that they have to necessary knowledge, skills and competence to take on the role of a registered nurse.’ (NMC, 2006).
The definition of a mentor comes from many centuries ago, it is defined as, ‘an experienced person in a company or educational institution who trains and counsels new employees or students,’ (Oxford Dictionary, 2011).
For nurses there are a lot of literature and guidance for their role as a mentor. One publication comes in the form of The Royal Collage of Nurses (RCN) Tool Kit for Mentors. It explains how a mentor has a specific role in the workplace to provide guidance for a new future nurse to ensure they can achieve what they want out of the clinical area. The RCN (2007) explains how a mentor is a positive role model, ‘An effective role model should be able to help students develop skills and confidence, promote a professional relationship with students, provide the appropriate level of supervision, assist with planned learning experiences and offer honest and constructive feedback.’
Being a qualified nurse is ultimately to protect the public. As a mentor supporting students you undertake the responsibility of assessing competence or incompetence. To be more specific, the responsibilities of a mentor are as follows: * you are prepared to undertake the role, * share your knowledge of patient care and act as a positive role model * are familiar with the students programme of study and practice assessment documents * Identify specific learning opportunities and the learning experience is a planned process * Observe students practising skills under the appropriate level of supervision * Provide time for reflection, feedback, monitoring and documenting of student feedback (RCN Tool Kit for Mentors, 2007)
A lot of the evidence surrounding mentorship does suggest that the quality and nature of the mentoring relationship is a firm bases for the quality of their learning experience.
A report by Wilkes (2006) on a review of literature supports the effectiveness of a student/mentor relationship. She explains that the relationship is that of a complex one but can be rewarding as well as problematic, ‘mentors want to provide a valuable practice experience for students but are constrained by multiple demands and limited resources’. It does appear that it is one of a complex relationship but as Gray and Smith (2000) quote, ‘mentors feel a genuine concern for students and want to offer good support.’
It is believed that an important aspect of the mentors’ role involves providing limitations at the start of the relationship so that the role isn’t compromised. ‘Roles and responsibilities should be defined at the beginning of the placement so that the student’s and mentors have realistic expectations of the student/mentor relationship and there is less opportunity for misunderstanding and mistrust,’ (Wilkes, 2006).
The more literature that is read, the more it becomes clear that is isn’t just about observing a student in a mentors environment, but the role extends to allowing the student to also take responsibility in their own relationship between them by accepting help and acting professional.
When analysing these responsibilities, it becomes easy to reflect on how it can actually be put into practice.
The reality of a busy nurse and a busy ward sometimes over rides what can actually be achieved. As mentioned previously about limited resources and demands of day to day duties, it becomes a realisation that sometimes a student/mentor relationship may not be as positive as we would hope. A ward environment is a very stressful area for a qualified nurse and negative feeling is somewhat an everyday issue. Of course the role of the mentor has been highlighted as someone to provide positive learning environments, but poor staffing, limited means and low morale is often a familiar trait. This is supported by (Bennett 2003) who …show more content…
explains,
‘While fulfilling such demanding responsibilities, mentors have to face various challenges. These include limitations on time, dual responsibilities of patient care and student teaching, high workload.’ This is extended by Moseley and Davies (2008) who state, ‘The mentor’s own personality, the student’s level of learning and the number of students allocated to a mentor’.
In the author’s own experience, in this case, the role of the mentor becomes even more important in protecting the student nurse from negativity which is experienced every day. Part of the mentor’s role can therefore be recognised as encouraging the student to progress as a qualified nurse and deal also with the negative aspects of the job alongside the positive.
Focusing on the negative aspects of mentoring, it sometimes becomes an issue that the student nurse is not fulfilling the expectations of that of a training nurse, better known as ‘Failing to Fail’. As part of the role of a mentor, assessment is a crucial part in defining whether a student should pass or fail. ‘It is based on direct observations by a mentor and therefore involves value judgements which are subjective and can vary from person to person,’ (Dolan, 2003). Research based on lecturers and mentors found that mentors are passing nursing students even when there were doubts about performance (Duffy,2004). Using the study Failing to Fail by Duffy (2004) it is highlighted the implications a mentor can face when dealing with a student who is suffering with incompetence. Duffy (2004) explains that a reason for wanting or not understanding about failing a student can range from not understanding assessment documents to low staffing levels. It is a difficult aspect of mentoring but much literature guides mentors by focusing on topics such as accountability. Watson (1995) explains that, ‘accountability is a feature of professionalism and has four main aspects, professional, ethical, employment and legal.’ Relating to this then actually allows one to think that personal relationships aside, a mentor should never forget the professional responsibilities of their registration but try and balance the two.
In literature, studies have shown, particularly one by Dolan (2003) identifies that a shortage of registered nurses results in inappropriate nurse to student ratios in some clinical areas.
This shortage of nurses may also contribute to the reluctance of assessors to fail students because staff shortages result in the amount of time that mentors are able to allocate to student assessments (Philips, et al 2000).Many of these limitations are through no fault of an individual nurse but are obstacles faced every day. The complexity of this mentor role is evident but it is believed if a professional nurse can balance their role to a student nurse and clinical care of patients it can be a success, ‘Mentors have a dual role, balancing the clinical care of patients with student assessment,’ (Harding and Greig, 1994). It does prove difficult though as the Nursing and Midwifery Council’s (NMC) Professional Code of Conduct, 2002 focuses primarily on the patient not the student is relation to accountability, which can sometimes then deem the student nurse assessment a low priority (Philip et al 2000). To summarise, it really does appear essential that if the mentor tries and balances professional responsibilities with a student nurse relationship it can avoid any problems on both
sides.
On reading these definitions of a mentor, what is expected of a mentor and their valuable role in a student nurses development, it becomes easy to reflect on own practice when involved with a student nurse. It becomes a personal achievement when you see a successful junior nurse carry out tasks and engaging with patients that you have had involvement with. Not only are you enhancing their career but also your own. As Ali and Panther (2008) explain, ‘Mentorship is an integral part of the experienced nurses’ role – either formally when mentoring nursing students or informally when helping less experienced colleagues to develop their practice.’ Besides having the more basic expectations of a mentor towards a student nurse there is also a level of responsibility towards newly qualified staff in assisting them using the same principles as a student. It can be an enjoyable experience being a mentor and sometimes the complexity can be overwhelming but needs a lot of time and effort from both Nurse and Student alike to ensure it can be as positive as it should.
The Role of a Nursing Mentor
The design of this essay is to focus on two different aspects of mentorship in a nursing environment. Part one will focus on the role of a clinical mentor and part two will explain an assessment of a student nurse through the vision of a new mentor observing a clinical procedure undertaken by the student.
The aim is to cover the learning outcomes of the module and focus on current literature and evidence surrounding the topic of mentorship. The subject is well covered in literature regarding the role of a mentor. More often than not it focuses on the positivity of having a supportive mentor to assist the affective learning …show more content…
of a student nurse, so they can meet their own learning outcomes. The Nursing and Midwifery Council (NMC) published standards that explain the necessary requirements for a registered nurse to become a mentor. The publication of 2006 explains, ‘Mentors are accountable to the NMC for their decision that students are fit for practice and that they have to necessary knowledge, skills and competence to take on the role of a registered nurse.’ (NMC, 2006).
The definition of a mentor comes from many centuries ago, it is defined as, ‘an experienced person in a company or educational institution who trains and counsels new employees or students,’ (Oxford Dictionary, 2011).
For nurses there are a lot of literature and guidance for their role as a mentor. One publication comes in the form of The Royal Collage of Nurses (RCN) Tool Kit for Mentors. It explains how a mentor has a specific role in the workplace to provide guidance for a new future nurse to ensure they can achieve what they want out of the clinical area. The RCN (2007) explains how a mentor is a positive role model, ‘An effective role model should be able to help students develop skills and confidence, promote a professional relationship with students, provide the appropriate level of supervision, assist with planned learning experiences and offer honest and constructive feedback.’
Being a qualified nurse is ultimately to protect the public. As a mentor supporting students you undertake the responsibility of assessing competence or incompetence. To be more specific, the responsibilities of a mentor are as follows: * you are prepared to undertake the role, * share your knowledge of patient care and act as a positive role model * are familiar with the students programme of study and practice assessment documents * Identify specific learning opportunities and the learning experience is a planned process * Observe students practising skills under the appropriate level of supervision * Provide time for reflection, feedback, monitoring and documenting of student feedback (RCN Tool Kit for Mentors, 2007)
A lot of the evidence surrounding mentorship does suggest that the quality and nature of the mentoring relationship is a firm bases for the quality of their learning experience.
A report by Wilkes (2006) on a review of literature supports the effectiveness of a student/mentor relationship. She explains that the relationship is that of a complex one but can be rewarding as well as problematic, ‘mentors want to provide a valuable practice experience for students but are constrained by multiple demands and limited resources’. It does appear that it is one of a complex relationship but as Gray and Smith (2000) quote, ‘mentors feel a genuine concern for students and want to offer good support.’
It is believed that an important aspect of the mentors’ role involves providing limitations at the start of the relationship so that the role isn’t compromised. ‘Roles and responsibilities should be defined at the beginning of the placement so that the student’s and mentors have realistic expectations of the student/mentor relationship and there is less opportunity for misunderstanding and mistrust,’ (Wilkes, 2006).
The more literature that is read, the more it becomes clear that is isn’t just about observing a student in a mentors environment, but the role extends to allowing the student to also take responsibility in their own relationship between them by accepting help and acting professional.
When analysing these responsibilities, it becomes easy to reflect on how it can actually be put into practice.
The reality of a busy nurse and a busy ward sometimes over rides what can actually be achieved. As mentioned previously about limited resources and demands of day to day duties, it becomes a realisation that sometimes a student/mentor relationship may not be as positive as we would hope. A ward environment is a very stressful area for a qualified nurse and negative feeling is somewhat an everyday issue. Of course the role of the mentor has been highlighted as someone to provide positive learning environments, but poor staffing, limited means and low morale is often a familiar trait. This is supported by (Bennett 2003) who …show more content…
explains,
‘While fulfilling such demanding responsibilities, mentors have to face various challenges. These include limitations on time, dual responsibilities of patient care and student teaching, high workload.’ This is extended by Moseley and Davies (2008) who state, ‘The mentor’s own personality, the student’s level of learning and the number of students allocated to a mentor’.
In the author’s own experience, in this case, the role of the mentor becomes even more important in protecting the student nurse from negativity which is experienced every day. Part of the mentor’s role can therefore be recognised as encouraging the student to progress as a qualified nurse and deal also with the negative aspects of the job alongside the positive.
Focusing on the negative aspects of mentoring, it sometimes becomes an issue that the student nurse is not fulfilling the expectations of that of a training nurse, better known as ‘Failing to Fail’. As part of the role of a mentor, assessment is a crucial part in defining whether a student should pass or fail. ‘It is based on direct observations by a mentor and therefore involves value judgements which are subjective and can vary from person to person,’ (Dolan, 2003). Research based on lecturers and mentors found that mentors are passing nursing students even when there were doubts about performance (Duffy,2004). Using the study Failing to Fail by Duffy (2004) it is highlighted the implications a mentor can face when dealing with a student who is suffering with incompetence. Duffy (2004) explains that a reason for wanting or not understanding about failing a student can range from not understanding assessment documents to low staffing levels. It is a difficult aspect of mentoring but much literature guides mentors by focusing on topics such as accountability. Watson (1995) explains that, ‘accountability is a feature of professionalism and has four main aspects, professional, ethical, employment and legal.’ Relating to this then actually allows one to think that personal relationships aside, a mentor should never forget the professional responsibilities of their registration but try and balance the two.
In literature, studies have shown, particularly one by Dolan (2003) identifies that a shortage of registered nurses results in inappropriate nurse to student ratios in some clinical areas.
This shortage of nurses may also contribute to the reluctance of assessors to fail students because staff shortages result in the amount of time that mentors are able to allocate to student assessments (Philips, et al 2000).Many of these limitations are through no fault of an individual nurse but are obstacles faced every day. The complexity of this mentor role is evident but it is believed if a professional nurse can balance their role to a student nurse and clinical care of patients it can be a success, ‘Mentors have a dual role, balancing the clinical care of patients with student assessment,’ (Harding and Greig, 1994). It does prove difficult though as the Nursing and Midwifery Council’s (NMC) Professional Code of Conduct, 2002 focuses primarily on the patient not the student is relation to accountability, which can sometimes then deem the student nurse assessment a low priority (Philip et al 2000). To summarise, it really does appear essential that if the mentor tries and balances professional responsibilities with a student nurse relationship it can avoid any problems on both
sides.
On reading these definitions of a mentor, what is expected of a mentor and their valuable role in a student nurses development, it becomes easy to reflect on own practice when involved with a student nurse. It becomes a personal achievement when you see a successful junior nurse carry out tasks and engaging with patients that you have had involvement with. Not only are you enhancing their career but also your own. As Ali and Panther (2008) explain, ‘Mentorship is an integral part of the experienced nurses’ role – either formally when mentoring nursing students or informally when helping less experienced colleagues to develop their practice.’ Besides having the more basic expectations of a mentor towards a student nurse there is also a level of responsibility towards newly qualified staff in assisting them using the same principles as a student. It can be an enjoyable experience being a mentor and sometimes the complexity can be overwhelming but needs a lot of time and effort from both Nurse and Student alike to ensure it can be as positive as it should.