Skill and Learner
Establishing Effective Working Relationship
Establishing effective working relationship is one of the domain in the Nursing and Midwifery Council's core competencies which have to be achieved in order to become a mentor (NMC 2006)
I will discuss the important aspects mentor needs to consider during the initial interview with my learner. This time my learner is a new member of the staff.
On his first day, I introduced myself, orientated and welcomed him to the unit. Nickin and Kenworthy ( 2000) mention orientation to a new placement (in my case a new job placement) as a key issue in practice learning climate. Competency pack was discussed including all his learning contracts and eventually agreed to a one month supernumery status and regular meetings for evaluation. I tried to established a professional yet relaxed relationship with the learner. This enables the learner to be more comfortable. Spouse (1996) cited in Buttleworth et al ( 1998) highlighted that learning in clinical practice works best when mentors develop a caring and trusting relationship with the learner.
Amongst the learning needs he identified was the familiarization of the fasting guidelines. Exploring that learning outcome, we have discussed that every learning outcomes should be specific, measurable, attainable, realistic and time bound (SMART). The NMC in 2006 requires mentors to support students or learners in critically reflecting upon their learning. Knowles (1984) discusses the learner's involvement in identifying their learning needs, mutual planning, formulation of objectives and helping the learners to carry out their plan. Initiating a day with an aneasthetist will give my learner an opportunity for more understanding of his learning needs, and eventually be able to confidently practice his learnings.
Indeed it is true that there are vast learning opportunities offered if not, available in their new practice placement or a new job placement. But I always believe that it is largely
Establishing effective working relationship is one of the domain in the Nursing and Midwifery Council's core competencies which have to be achieved in order to become a mentor (NMC 2006)
I will discuss the important aspects mentor needs to consider during the initial interview with my learner. This time my learner is a new member of the staff.
On his first day, I introduced myself, orientated and welcomed him to the unit. Nickin and Kenworthy ( 2000) mention orientation to a new placement (in my case a new job placement) as a key issue in practice learning climate. Competency pack was discussed including all his learning contracts and eventually agreed to a one month supernumery status and regular meetings for evaluation. I tried to established a professional yet relaxed relationship with the learner. This enables the learner to be more comfortable. Spouse (1996) cited in Buttleworth et al ( 1998) highlighted that learning in clinical practice works best when mentors develop a caring and trusting relationship with the learner.
Amongst the learning needs he identified was the familiarization of the fasting guidelines. Exploring that learning outcome, we have discussed that every learning outcomes should be specific, measurable, attainable, realistic and time bound (SMART). The NMC in 2006 requires mentors to support students or learners in critically reflecting upon their learning. Knowles (1984) discusses the learner's involvement in identifying their learning needs, mutual planning, formulation of objectives and helping the learners to carry out their plan. Initiating a day with an aneasthetist will give my learner an opportunity for more understanding of his learning needs, and eventually be able to confidently practice his learnings.
Indeed it is true that there are vast learning opportunities offered if not, available in their new practice placement or a new job placement. But I always believe that it is largely