Keeps you focused on your goals Teaches you how to speak and be heard Builds your network Increases your self-confidence In short, mentors help us dream bigger, push ourselves farther and keep us working until we achieve our big fat scary goals. I started this program as a way to give to others what has been invaluable to me and my career. I want to hear more of your voices and experiences. I want to hear your stories and designed this mentorship program to support others as they build confidence to write and publish more.
To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice.
Taking action is the key; Gibbs prompts the practitioner to formulate an action plan. Gibbs reflective cycle On the first day of meeting my mentee Helen immediately after her orientation of the department, we had a meeting to draw up her learning opportunities so that there was an awareness of what Helen hoped to gain from her new profession as a theatre nurse.
As part of her learning opportunities a teaching session and assessment was arranged.
The teaching session included both formal and informal assessments. Both sessions were carried out in the theatre operating roomthe formal assessment involved performing a surgical hand scrub which is always done prior to any surgical procedure.
Even though I am a competent practitioner, I still had a moderate level of stress and anxiety regarding fulfilling my role as a mentor. However, upon reflection I could draw on my previous experiences as a basic life support key trainerprevious teaching sessions I have delivered, and the support I have had from my sign off mentor Teresa.
My Mentor has helped me a great deal throughout my career, we have a great understanding of each otherand have built up a trusting and honest relationship over the years. For Helen this was her first experience of theatre post qualification, Helen had no theatre placements during her nurse training, so theatre is a totally new setting for her.
Armstrong states, however, that role modelling is not just about observing practice, but also includes considered linkage between practical skills acquisition and the underpinning knowledge that relates to the skills, i.
I planned my teaching session to ensure Helen was aware of the current information and guidelines about effective surgical hand-washing. Prior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I will show her how to scrub correctly in the format used by the scrub nurse team in our department.
I planned to use the Peyton 4 stage approach throughout the process. See below This model may be expanded or reduced depending on the background skills of the learner.
As with all teaching, the learner must be given constructive feedback and allowed time for practice of the skills.
A surgical skill has both a cognitive and a psycho-motor component. In fact, in those with reasonable manual dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the steps of the operation in the mind, and ensuring this combination has occurred before attempting the skill.
Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton. The learner can go from a unconscious incompetence where they do not know the procedurethrough conscious incompetence where they realise what they do not knowto conscious competence when they begin to understand and carry out the task to the required standard.
The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine Immenroth, M, These stages allow the learner to quickly progress through the first three of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee.
Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is unable to carry out stage four, then the process should be repeated from stage two through stage three to stage four.
A common mistake in teaching is to continue to oscillate between stage two to stage four, missing out on stage three which is one of the most important parts of the process, particularly when it comes to more complex procedures which will be discussed later Grantcharov,TP, The learner must be made feel that they are welcome and important; this way will assist the learner to incorporate themselves into the clinical environment Welsh and Swan The setting of our formal and practical learning session was essential as Helen was not familiar with working in a hospital theatre based environment.
Present during the procedure were myself, Helen, and my sign off mentor Teresa. The chosen location was a unused theatre suite, it was chosen as it is a quiet area,and would minimise interruption.
This setting also ensured that Helen had my full attention during the teaching session. Using Peyton;s 4 Stage approach allowed me to have a structured session in place with observation, discussion and direct questioning, so Helen is fully aware that she is being assessed at the time of questioning.
I had taken into account in which manner Helen learns ,as it is important to recognize her learning style ,so that it can be incorporated into the learning material to facilitate effective learning McNair et al Recognizing her individual learning style helps me to arrange her learning preferences.
According to Kolb there are four distinct styles of learning or preferences which are based on four stages, diverging, assimilating, converging and accommodating learning styles.
Being approachable and friendly, I was able to maintain a trusting and comfortable relationship beneficial to learning. Helen felt that my character was strong with a professional relationship throughout the learning experience. According to Helen and Teresa feedback, I had delivered the teaching session well,it was well structured and with a relationship hich reduced her tension and anxiety and helped her ability to learn.
Personally I thought it went very well, having planned my session and using the 4 stage approach, it gave me and Helen a greater understanding of the process and also has given me more confidence for further experiences.
Personal attributes of the mentor is sometimes the number one barrier when creating an effective learning experience. You need to be a good role model to be a good mentor. To be a successful mentor, it is important that you will find ways to improve the learning environment.
Students can come from varying nursing backgrounds and have also had varying experience working in their chosen healthcare setting. Therefore, it is necessary to make an appropriate environment for each individual to take full advantage of the learning process Lowenstein and Bradshaw This assignment will first look at the personal and professional reasons why I wanted to undertake the mentorship module.
It will also discuss the importance of a supportive learning environment in the workplace, and how essential it is. It is also good to observe your mentor teaching and have your mentor provide a formative assessment of your teaching (rather than a summative assessment, which involves judging the quality of your teaching for your department head).
Nursing Mentorship Program Essay example Words 3 Pages As Finkelman () 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.
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() model of reflection will be used in writing my reflective experience. The model provides me the opportunity to express my feelings in a clear, fair and.
TVH Mentoring Program Introduction: Mentoring is most often defined as a professional relationship in which an experienced person (the mentor) assists another (the mentoree) in developing specific skills and knowledge that will enhance the less-experienced person’s professional and personal growth.
This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship.
This will be done in relation.