Mentorship Essay Nursing

Nursing Mentorship Programs
In order to increase new RN job satisfaction and retention, a mentorship program approach is vital for
the success of new registered nurses and the success of the healthcare organization. The qualitative
studies presented in this chapter involve experienced nurse mentors providing guidance, assistance,
and ongoing support to newly hired or newly graduated RNs/mentees throughout the 12–month
mentorship programs (Fox, 2010, p. 9). According to the 2010 Institute of Medicine report, the
nursing workforce can be substantially strengthened and the quality of care and patient outcomes can
be dramatically improved through nurse mentorship (p. 3). The three studies introduced in this
chapter demonstrate the outcomes for nurses who have participated
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Nurse Mentor Interview : Nurses
Nurse Mentor Interview Throughout this clinical semester, I have worked with several different
registered nurses (RNs) and have been able to develop mentoring relationships with many of the staff
on the unit. During our time together, I interviewed several of my nurse mentors and elicited
information regarding their nursing experiences and the culture of the environment in which they
work. The following conversations provide a summarization of my nurse mentors' responses to the
selected interview questions.
What was your experience of transition into practice from the role of a student to that of a RN and
what advice does you have? The first year working as a RN was especially difficult. I started out on
a medical–surgical unit with an oncology focus. I felt overwhelmed much of the time, but
thankfully I was surrounded by experienced nurses. All of my coworkers on that unit had at least
eight years of experience and so I was able to go to them for advice and guidance regarding the
issues with which I was struggling. My advice to new nurses is to know their resources and ask the
experienced nurses on the floor for help.
How do you deal with new nurses of a different generation? I would not say that I have had too
much difficulty in dealing with the younger generation of nurses. As long as people are willing to
learn and work hard, I will have no problem working with them.
Who is your role model and why? My role model is one of the nursing instructors I had in nursing

Mentorship Nursing
The following assignment will be written in first person as it is reflective in nature. Bulman and
Schutz (2004) agree that to learn from an experience practitioners should go beyond description and
reflect on that experience. The aim of this piece is to reflect on my role as a mentor and demonstrate
my awareness of the responsibilities involved, whilst paying particular attention to the required
learning outcomes 2–5 of the module. In keeping with the NMC (Nursing and Midwifery Council,
2008) Code of Conduct anonymity will be adhered to and therefore no names of people or places
will be mention.
The assignment will allow me to reflect on my own experiences in my new role as a mentor and
will follow the journey of a student nurse and her...show more content...
Having had discussions, my learner was very shy and lacked confidence as she had never worked in
a ward environment before. We were therefore both in agreement that confidence/communication be
a learning objective.
I began to look at how I could provide the best possible learning environment for my student and in
doing so I researched different learning theories. Researching these theories gave me the
opportunity to encapsulate what mentorship would involve so I would be able to facilitate my
students learning. Welsh and Swann (2002) suggest the experimental cycle enables students to be
given the opportunity to build on existing knowledge. I assessed and observed my student on her
competencies and encouraged her to develop her skills and knowledge further by using evidence
based practice. Gopee (2007) states that this approach is very useful for both students and mentors.
However Welsh and Swann (2002) outline that mentors should be aware of the halo–horn effect and
maintain objectivity. I will therefore to continually assess my teaching abilities to facilitate my
students learning requirements. According to Welsh and Swann (2002) assessment helps determine
extent of learning and the level of clinical competence of the learner. Whilst I continue to observe
assess my learner a good rapport was established and I observed a variation in my teaching methods
and her

Mentorship Relationships in Nursing
Mentorship Mentorship relationships have demonstrated a capability to improve the recruitment,
training and retention of nurses. As leaders, we are challenged with healthcare transformation. In
order to meet the demands of our healthcare system, we will need to not only intuitively adapt, but
also consider innovative approaches to practice. The implications not only apply to quality of care
of patients, but also to the development of future leaders. We will need to rely on the resources and
talents we have within our organization in order to foster quality care and employee engagement.
Mentoring in nursing can help support these objectives. This paper will review my contribution and
advocacy related to taking a stand to promote our nursing future.
Advocacy
The development of nursing skills is dependant on experience exposure, evaluation, and reflection
(Current Nursing, 2011). Learning becomes a building process by which we continuously engage in
experiences that enhance our knowledge base and our capabilities to identify and respond. In order
to bridge the experience gap, mentorship relationships can help nurture new or less experienced
nurses build their nursing clinical and leadership skills. By advocating for the development of
structured mentorship program I could help make a difference. According to research by Wallen et
al. (2010) mentorship programs contributed to quicker adoption of "evidence–based practices and
group cohesion" (p. 2761). Dr. Cho

Effective Nursing Mentorship
It is important that, to have effective nursing student mentorship, mentors should have all–rounded
support systems (Jokelainen, Tossavainen, Jamookeeah & Turunen, 2013). This may include
resources and protected time for mentoring. In order to mentor students effectively, a mentor is
expected to have a range of personal aptitudes and qualities. These include: empathy; enthusiasm;
communication skills; motivation; competence and experience in nursing; teaching; evaluation and
giving feedback to students (Jokelainen et al, 2013). Although mentors are seen as the main
advocates of and enforcers of student mentorship, close cooperation with managers and colleagues in
healthcare settings, and educators in educational units, should be a requirement

Nursing Mentorship Program Essay example
As Finkelman (2006) stated, "Mentoring, and important career development to that can be used
by nurses any type of set or specialty, can be used to develop the critical leadership skills needed
by nurses. All successful leaders have had mentors are our mentors" (Finkelman,2006, p. 390).
Currently my facility has a six to months mentoring program for new graduates. This program is in
addition to the current preceptor program that orients the new graduates to the unit they will be
assigned. Most of these new nurses are graduates from local nursing schools and have done most of
their clinical nursing education at this facility. The hospital realizes that going from a classroom and
clinical setting to on hands bedside patient care can be a...show more content...
46). The registered nurse mentor will acts as teachers by sharing knowledge and expertise,
counselors by providing psychological support. May act as interveners by providing access to
resources and protection, and sponsors by promoting the prestige as he or she facilitates self–
reliance. This will provide the mentor with self–assurance, job approval, promotions, managerial
skills, and problem–solving skills (Gordon, 2000) The hospital has a list of registered nurses
trained and accepted as mentors on the unit that the new grad will be assigned. These nurses are
trained as preceptors. Often the new grad will select her preceptor as her mentor. The new grad can
also request a new mentor after three months if she believes such a change is necessary to enhance
her training. The mentor has the same option if approved by the nurse leader. The new nurse has the
choice of how much she wants to interact with the mentor. This means that a mentee determines the
capacity of the mentoring relationship and decides upon the amount of dependence and guidance
he or she needs. The responsibility to seek acceptance and advice lies in the new grad. Conclusion
The mentoring program for new grads at this facility has been very successful. The facility has
found that the mentoring program builds confidence in the new grads and respect for the mentor. It
makes the new grads believe they are wanted and helps them adapt to the

Nursing Mentorship
Mentorship
The Merriam–Webster dictionary (2015) defines mentor as "someone who teaches or gives help
and advice to a less experienced and often younger person". Mentorship is sought as a long term
one on one relationship between an experienced nurse and a newly registered nurse (Chen & Lou,
2013; Hodgson & Scanlan, 2013; Huybrecht, Loeckx, Quaeyhaegens, De Tobel, & Mistiaen,
2011). Mentorship is needed to encourage the success of the novice nurse and to retain new nurses
(Hodgson & Scanlan, 2013; Race & Skees, 2010). Mentorship can also foster the growth of the
novice nurse into a leadership role over time (Hodgson & Scanlan, 2013; Metcalfe, 2010; Race &
Skees, 2010;). The relationship between the mentor and mentee benefit each other, as both...show
more content...
This friend was a mentor to the king's son (Hodgson & Scanlan, 2013; Metcalfe, 2010). In nursing
history Florence Nightingale was chronicled as a mentor (Metcalfe, 2010). As well as clinical
practice placement settings are utilized for mentoring of students (Metcalfe, 2010).
There has been different terms used to describe mentoring, according to Hodgson & Scanlan (2013)
these terms do not have the exact components as mentorship. They are slightly different, as for
preceptor this term has the same relationship component, but it is based on a short term time frame.
Coaching is more geared toward behaviors and advancement of specific skills. Networking offers
tactics to incorporate balance and organizational skills to personal life issues. Networking does not
require a one on one relationship, workshops can provide this function for a person. Role modeling
is not goal driven and does not incorporate a relationship component (Hodgson & Scanlan, 2013).
According to Jokelainen, Turunen, Tossavainen, Jamookeeah, & Coco (2011) the term mentorship is
not commonly used in nursing school education and clinical practice compared to preceptor,
supervisor or facilitator. Huybrecht et al. (2011) defines that mentorship is a long term relationship
which does not include an assessment or evaluation aspect, however preceptorship

Reflection: Nursing and Mentors Essay
Nursing Practice Review Mentoring Keywords: Mentoring/Continuing professional development
/Portfolio в—ЏThis article has been double–blind peer reviewed CPD for mentors: creating a
portfolio Mentors can use a portfolio of evidence to show continuing professional development In
this article... Why mentors need a CPD portfolio How to create a portfolio of evidence Using a
SWOT analysis to identify strengths and weaknesses Author Louise Lawson is senior lecturer,
School of Nursing, Midwifery and Social Work, University of Hertfordshire. Abstract Lawson L
(2011) CPD for mentors: creating a portfolio. Nursing Times; 107: 21, 15–18. It is a mandatory
requirement for mentors to support and assess all pre–registration...show more content...
A Nursing Times survey identified that, while mentors are aware of the value of mentoring students
(Gainsbury, 2010), they are challenged as to how to commit fully to the role within the constant
demands of their core job. They identified that work demands had a significant impact on their
ability to engage in mentor activities, such as mentoring students and attending updates and
relevant courses. Mentors have also expressed concerns about accountability and supporting
failing students (Duffy and Hardicre, 2007). Mentorship preparation and the ongoing development
of nurse mentors www.nursingtimes.net / Vol 107 No 21 / Nursing Times 31.05.11 15 Nursing
Practice Review 5 key points 1 Nurses and midwives have a responsibility to continually develop
themselves for professional growth Mentors play a pivotal role in protecting the public by ensuring
students are fit for purpose and practice 2 3 It is mandatory for mentors to support and assess
pre–registration students in practice Clinical placements are a vital part of education because they
help students to translate theory into practice Supporting mentors in formulating a mentor portfolio
builds confidence and skills 4 5 Report digital need support in both clinical practice and academic
settings. Andrews and Chilton

Mentorship In Nursing
Mentorship encourages self–directed learning, builds relationships, provides emotional and
educational support, encourages networking and helps you to reach your career goals. It allows
nurses to direct and participate in their own learning, grow and learn to be leaders and role models. It
provides instructors and institutions with a positive student–centered learning environment which
enhances success, is highly supportive of nursing students/graduates and provides instructors and
educational institutions with an opportunity to create a positive and valuable learning environment
(Andersen & Watkins 2018).
Coaching improves individual or team performance using direction and instruction to learn and
build on a skill or work towards a goal....show more content...
However, it is also possible for body movements to conflict with what is said (Muller 2014).
By paying attention to body language, facial expressions and speech tones and being aware of our
own feelings we are able to examine our own communication and behaviours and reflect on how we
can improve ourselves. This will give us confidence and to be assertive in creating important and
meaningful interactions and paying attention to our own behaviour (Raphael–Grimm 2014).
Nurses need to be able to communicate verbally so that they can provide their patients with quality
holistic care and that patients and their families receive information in a form in which they
understand so that they can make decisions and take the lead role in their health and wellbeing. It
is equally important for nurses to be aware of their own nonverbal communication (body language)
as you may convey the wrong message to the receiver. Nurses also require the skill to reflect on
their communication and practice so we continuously improve the care we provide to our patients,
their families and our work colleagues (Shapcott & Gault

Mentorship can defined as a personal developmental relationship in which a more experienced or
more knowledgeable person helps to guide a less experienced or less knowledgeable person. A
mentor is a collaborative partner who is a role model and motivator providing support, help,
enthusiasm, inspiration, and nurturing the clinical setting. "A mentor is also an active listener who
will provide a safe, non–judgmental, friendly, and creative atmosphere for the new nurse" (Nursing
Mentor, 2010, p. 1). The purpose of the Clinical Mentorship Committee is to develop a positive
learning environment for nurses of all backgrounds and all different levels of experience. My
thoughts are that it will not only be the mentors and their mentees who...show more content...
It can also help decrease the amount of staff turnaround. Ever since Florence Nightingale established
the nursing profession in the 1800's, experienced nurses have been taking amateur nurses under their
wings and teaching them to become independent, caring and intelligent nurses.
Body of the Paper
Nursing is a practice discipline which requires ongoing development of knowledge and skills in
order to provide quality care to patients. In order for this to occur, nurses need to develop certain
skills to adapt to a continuously expanding knowledge–based practice. A large part of the learning
process is done clinically, which for nurses right out of school requires the need for a supervised
orientation with mentor who will provide sufficient and effective knowledge and skills these
new professionals. At this time my facility has a three month orientation period where the new
nurses are bounced around for lack of a better word. We have all been a part of this and are now in
the place where we have a bigger voice and we are being heard that this is something that we can
change to not only improve employee satisfaction but can also decrease the current turnaround rate
that is increasing as the years go by. There have been a few of us that have tossed ideas around in
the past about what we could do to implement this type of program. The hospital now recognizes that
going from the classroom and a controlled clinical setting is completely

Nursing Mentorship Summary
A review of the relevant research specific to the question of the effectiveness of mentorship programs
was conducted (see evidence summary table, Appendix A). The bulk of the published studies
evaluating the implementation and effectiveness of mentoring programs for newly registered nurses
demonstrated the beneficial effects mentorship has on job satisfaction and retention rates (Edwards,
Hawker, Carrier & Rees, 2015; Zhang et al., 2015). Six relevant systematic reviews were identified,
with two of the reviews focused on the significance of mentoring to promote retention of experienced
registered nurses as well as the effect student mentoring has on empowering nursing students and
promoting their growth in the profession (Jokelainen et al.,...show more content...
The results of many studies have shown the positive outcomes that can be attained through the
guidance of senior nurses to junior nurses through mentoring. Although the interventions and
outcomes varied in the studies, there have been several suggestions from the literature to support the
implementation of mentoring programs for newly hired registered nurses. After synthesizing all
available research, the evidence exists to suggest the implementation of a mentorship program for
newly hired registered nurses. While there is a lack of specific evidence based interventions, the
importance of supporting the new nursing staff must be addressed and organizations should continue
to explore and test interventions aimed at mentoring newly hired nursing

Importance Of Mentoring In Nursing
No one enjoys going to the ER when they are ill or having to spend the night in the hospital for
observation, but we never consider what type of mentoring was given to the nurse assisting us. We
arrive at the hospital assured that the people giving service has been given the opportunity to have
the support and training they need. Yet we know healthcare, healthcare leadership, and healthcare
training is constantly evolving. Nursing education is a field where protocols and procedures are
taught pretty much the same yet there are no true protocols for mentors that help encourage and
support new nurses in developing the confidence they will need to control and conquer challenges.
Research shows nurses need to be developed in two key areas "facilitating students and strengthening
students in clinical placement". (Jokelainen, p. 2860) Facilitating students create a community
where nurses are nurtured and supported. Clinical placement ensures nurses are educated and
groomed into professionals in their clinical environment. Each area deals with creating an
environment where a new nurse is given structure and support throughout their new career. The
review of "A Systematic Review of Mentoring Nursing Students in Clinical Placement" aims to focus
attention on the relevance of mentorship for veteran nurses to train and assist new nurses during their
clinical studies. These studies were performed in European Union countries during the years of
2009–2011. (Jokelainen, p. 2855)

Nursing Mentor Reflection Paper
Purpose of this assignment is to critically evaluate and analyse the role of a mentor which took
place as a part of virtual student placement within a hospital setting. Mentor is someone who is a
registered nurse and who can assess and help the students with their learning process in a practical
area, Nursing and Midwifery Council (NMC, 2006). According to Bulman and Schutz (2013),
reflection is an important part of the development of nursing skills and knowledge. In this essay I am
using Chris as a virtual student as per the NMC code(2015), confidentiality maintained and all
identifying information removed.
The nursing and midwifery council describe a mentor as a person who helps the students to learn
and assess them throughout their...show more content...
It also says that a mentor has to be approachable, patient, flexible, and accessible, have thorough
knowledge and good sense of humour for being effective mentor. Mentors are expected to be calm
and adaptable which makes them a good leader too. According to Hodges (2009), the relationship of
the mentor and student has to be based on the trust. A mentor should also discuss all the problems
and issues with the student and expected to give a feedback.
Winterman et al., (2014) also says that mentoring experience must be based on planned learning
activities and it has be in a clinical set up as it has to have an equal weighing on theory and practical.
It is also necessary that they present the information to student in an easy and simple way, so that
they can understand it. Every student is different and the mentor has to understand and adapt the
learning style of them to facilitate the individual learning. As per Walsh (2010), differentlearning
styles must be included. It is said that students will learn more if the teaching is addressed on
individual needs and based on their ability with a humanistic approach (Hinchliff 2009).
According to the Stuart (2013), a student must spend atleast 40% of their practice under their mentor
directly or indirectly. Mentoring of a student need lot of planning and time, so that the mentor can
observe and get a clear understanding of student needs. NMC (2008) also emphasise that the student

Mentoring In Nursing
I chose to do my assignment on Mentoring and Coaching in Nursing. I have held different
positions in the field for over 10 years and I have experienced different people's reaction to my
age. I have had some nurses that have taken me under their wings and show me how to succeed. I
have also had others that were intimidated by my age assuming I was there to replace them. It is
unfortunate because I should not have to be penalized because I started young, which was the
case most of the time. Because of those negative and positive experiences, I made sure that when I
had employees below me or someone I had to train, I did so in a manner that I know I appreciated
when I was in their position. "While mentoring was perceived to be 'support' and coaching...show
more content...
Not only in order to create a healthy work environment but it allows for more effective training, as
well as, molding quality nurses. Mentoring and coaching doesn't only pertain to new nurses or staff
it can also be to someone who wants to challenge their skills. "components of a coaching model
include relationship building, problem definition, problem solving and transformation. Nurses can
form a coaching relationship with managers and explore leadership development concepts such as
emotional intelligence and its influence on others, and fit of personal style with organizational
culture. At the peer to peer level, through the nursing student placement program, experienced nurse
preceptors will coach novice nurse preceptors." (Bhimani, H. 2014) A great way I think this
framework was used was in my last clinical rotation. Many of their nurses were very open to
having students, granted many were also clinical professors, but it made a major difference. Many
of them were also newer nurses themselves and the other good nurses had a Master's Degree. That
was just some of the patterns I noticed. The ones that weren't good at all just seemed like no one
truly enjoyed working with them, so it was mainly an attitude problem. What I liked about my
clinical site was that they had an "Exit Survey" which allowed us to be honest about our experience.
What made the good nurses great preceptors was stating their expectations at the beginning and
touching base with us throughout the day. They allowed us to actually work instead of saying
"sorry we just don't have time right now." Mentoring and coaching starts from the basics in school,
when you have people that make a difference you remember that and want to do that for others.
Nursing is about developing, adapting, evolving, and working with others. It is a lifelong learning
process and everyone can learn something from others. It

A mentor is a facilitator who empowers practitioners and draws them to learn for themselves by
reflecting on practice (Fish, 2012). After mentoring students, this assignment will give me the
opportunity to understand what a mentor is, as well as the importance of the role in supporting
students through their journey in becoming a registered nurse. Reflecting upon my experience I
will progress to discuss how I facilitated learning by creating learning opportunities. Literature will
be reviewed, considering what theories underpin mentorship in order to facilitate my own learning.
Giving negative feedback is an area which I feel inexperienced in, therefore I will explore this area
to develop my confidence for future students. In compliance with the Nursing and Midwifery
Council (NMC) (2008), I must facilitate students and others to develop their competence. As a nurse,
I have a professional duty to become a mentor. Anderson (2011) describes effective mentorship as a
necessity to ensure students can progress to competent nurses. Supporting the learning and
development of a student nurse is an integral part of being a qualified nurse (Casey and Clark 2011).
Fulton (1995) explains; to enable learners to learn through practice, mentors need skills, abilities and
capacity to (re)construct their own knowledge for themselves and each other by thinking and
reflecting together. Hand (2006b) states that education is an important component of the nursing role
and the quality of

Mentorship in Nursing
Mentoring has been established in a variety of fields for many years. Within nursing, the term
'mentor' denotes "A nurse, midwife or specialist community public health nurse who facilitates
learning and supervises and assesses students in a practice setting", (Nursing and Midwifery
Council (NMC) 2005). The essay will explore the role of the mentor in the field of nursing, with
personal reflection on the authors experience as a mentor in my current role as a community mental
health nurse (CMHN). The mentor–mentee learning relationship will be explored and the application
of teaching and learning strategies will be examined.
The essay will also discuss the responsibility of the mentor in relation to self, others and the
professional...show more content...
The setting where learning is valued would be one where the mentor has a manageable workload
and is supported by their manager in planning time to teach and assess others as part of their role
(Eaton 1999). Unfortunately, personal experience does not mirror theoretical guidelines as in
practice; nurses are frequently expected to manage a caseload at full capacity in addition to carrying
out mentorship responsibilities. Research would suggest that this issue is not unique to the practice
area (Allen and Simpson 2000). Arguably this matter is one that should be negotiated between
mentors and managers in order that the mentor and student feel valued and encouraged to engage in
the process.
The physical environment where teaching and learning takes place in the placement area can be
varied and consequently somewhat difficult to manipulate in order to achieve the best results. It is
frequently in a client's home or in the car in between domiciliary visits, but can also be at the
hospital where outpatient reviews take place or even out in the community, in a local cafeteria or
leisure centre. Within this area, learning opportunities are not always as easily organised due to the
constant change in the physical environment.
It is also regarded as important that the placement areas have adequate resources to enhance
knowledge attainment. Ely and Lear (2003) advocate that

Mentee Mentoring In Nursing
Mentoring is a crucial process in nursing that involves experienced nurses orienting and facilitating
acclimation of new nurses to their new role (Takvorian, 2017, para. 1). The process of mentoring
involves the mentor guiding, teaching, coaching, directing, and inspiring the mentee. Trust and
respect are two of the most important components in a mentor–mentee relationship. Success of the
relationship is dependent on both parties. Mentors are expected to act as role models and leaders
while maintaining the professional role and relationship with the mentee. Maintaining open
communication, being ready to learn, and analyzing the processes are all expectations that the
mentor has for the mentee (Barker, 2006, p. 56). Ultimately, the mentor and

Mentoring Nursing and Healthcare Students Essay
The Nursing and Midwifery Council (NMC) defines the role of a mentor as a nurse with specific
training who is able to facilitate learning, and supports and supervises students in a practice setting
(NMC 2008). Mentorship plays an integral part in the next generation of practitioners and nursing
professionals play a vital role in guiding a process that allows the transference of knowledge, skills
and attributes from healthcare professionals to the students they are working with (English National
Board and Department of Health 2001). This assignment will critically review the key issues for the
preparation of an effective learning environment and appraise the opportunities and challenges
experienced when facilitating learning in practice....show more content...
This experience prepares the student for the realities of professional practice, acquiring the
knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in
Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning
environments for their appropriateness of learning provision, enabling the ward to facilitate change
if necessary to ensure continuing suitability as a clinical placement (NMC 2008). Mentors have an
important role in ensuring the acquisition of knowledge obtained at university translates into
competency in practice and does not lead to the 'theory practice gap' described by Cope et al (2000).
Mentors have to consolidate the knowledge taught in university into practice in the learning
environment and allow the student to reflect on their performance and experiences. Mentors now
have to be aware of the NHS Institute for Innovation and Improvement, NHS leadership Qualities
Framework, which gives mentors clear instructions about their responsibilities (Kinnell and Hughes
2010). However, meeting these requirements alone will not make a nurse a successful mentor.
Mentors have to plan and provide appropriate opportunities for teaching and learning activities, with
clinical experience to achieve learning outcomes and develop professional competencies (Choun and
Suen 2001). This will enable them to assess students performance,

Essay about 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....show more content...
Therefore this implies to teach the student effectively the mentor needs to ensure the student is
relaxed and at ease with the current situation. Psychologists studying behaviour believe the
environment is fundamental to learning (Hand 2006). Hinchliff (1999) demonstrates a variety of
factors including the environment can affect learning. Price (2004) states it is the responsibility of
the clinical practice staff to create and develop an environment which is conducive to learning. Dunn
et al (2000) define a learning environment as a network of forces within the clinical setting
influencing the student's clinical learning outcomes. This suggests the clinical environment should
be constantly monitored to ensure it provides appropriate support and experience for learners. Ali
and Panther (2008) argue a good learning environment encourages students to ask questions and
clarify information to avoid misconceptions. In relation to Samantha the author asked if she had any
questions or queries following each assessment or intervention. In relation to the learning
environment Price (2004) advocates conducting a strengths, weaknesses, opportunities and threats
analysis to evaluate the learning environment (see appendix b). The author considers the
environment of A&E to be an excellent area for students to spend time in due to the variety of
patients and clinical conditions. Price (2004) feels the

Nursing Mentorship Critical Reflection
The Nursing and Midwifery council (NMC) standards of proficiency for pre–registration nursing
education (2010) sets out exactly what student nurses must achieve to enable registration onto the
first part of the register. Another NMC publication; Standards to support learning and assessment in
practice (2006) lays out what a post registration nurse requires to fulfil in order to formally assess
student nurses. These two sets of standards make it clear what is expected of both students and
mentors when learning in the clinical environment. This makes the process of mentoring sound
simple, however, the reality of working on a busy ward coupled with staffing shortages and low
morale makes this a complex and challenging task (Ref). As a...show more content...
Another tool that I will utilise next time is the use of learning contracts, evidence shows that
self–directed learning in adults can be beneficial (Bailey & Tuohy 2009). This would also provide
me with a structure to follow for the interview keeping me focussed. Continuing with the relationship
theme, such is the importance that they have on the learning process it is, therefore, not
presumptuous to assume that working time between the student and their mentors is essential in
allowing a relationship to grow. To back this up, Castledine (2006) infers that the mentorship
programme is failing student nurses on a variety of levels, pointing out working time or lack of with
mentors as a major factor. My first priority therefore, was to ensure that the students' shifts coincided
with the majority of mine. I had a one week holiday planned during the students' placement, however,
I felt this could be beneficial as to break up the constant working pattern which may stifle the student
and my own experience. This would still fulfil the NMC's minimum of 40% to be spent with myself
as the mentor. I also felt that the continuity would allow the relationship to grow between myself and
the student.
Relationships transition through three phases, the initiation phase, the working phase and the
termination phase according to Cahill (1996). The initiation phase is when both parties figure one
another out and help each other out. The working phase is the

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