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CRITICALLY REFLECTIVE ACCOUNT OF YOUR EXPERIENCE OF MENTORING AND ASSESSING A STUDENT IN PRACTICE (MY EXERIENCE HAVING A STUDENT). In any organisation people are always the most important resource, therefore, how people are treated is the key to organizational effectiveness. Hence, mentoring in a clinical environment requires skills that are bound up with good leadership role (Taylor &Thornton 1995). When we accept student to learn, the assumption must not be made that they will have the willingness to do so on their own (Morton-Copper & Palmer 2000). Therefore, mentor should be able to be supportive, also have the time to teach. This assignment will discuss a critical reflection on experience whilst mentoring a student on a recent clinical setting. The author will also explore on the knowledge and understanding of mentoring and assessing role. A suitable definition for a mentor can fall under the following terms. Morton-Cooper and Palmer 2000- see figure below for term/ functions: Figure 1, Bushnell (1999- Revised 2003) Friend Guide Listener Role model Challenger Responsive adult Resource person Communicator Insight enhancer Networker Facilitator Advocate Coach “The meaning of mentoring at the most basic level, mentoring has to do with the process of accompanying another person on a journey. As in the myth from which the term derive, Daloz (1999) 23 the mentor is the one with more experience and wisdom, who joins the protégé in a process of learning and growth. (OED online) Thus the Mentor is one whose task is to encourage thoughtfulness in the one being mentored, to help the young adult.” “The meaning of mentoring at the most basic level, mentoring has to do with the process of accompanying anther person on a journey. As in the myth from which the term is derived, Daloz (1999) mentor is one with more experience and wisdom, who joins the protégé in a process of learning and growth. (OED online) Thus the mentor is one whose task is to encourage thoughtfulness in the one being mentored, to help student become reflective in practice.”   A Mentor is a facilitative partner in an evolving learning relationship that is focused on meeting the mentees goals and objectives. Hence, the mentor assists in empowering the individual within the working environment. Field (1991) has noted that it is not by some magical ability or powers on the part of the mentor, but by encouraging and nurturing the unique contributions of their mentees, thus helping the to be successful in their own right. The Nursing and Midwifery, Code of professional conduct (2000) (NMC), states confidentiality is a major priority. For the benefit of this essay a pseudonym has been used to protect the student and ward throughout this essay. There are many situations within our working lives that are filled with much potential for learning and development (Graham 1995). However, the author has noted in her line of work as a nurse that learning opportunities often go unlearnt. Benner (1984) suggests that a structure is required in order to facilitate an understanding of the experience, defining the learning thus, moving the individual from novice to expert. As a nurse mentor, the author believes that it is her responsibility to provide a system of training and support where by student nurse can benefit from practicing holistic care for patients in the clinical area. This comes with motivating structure shared knowledge to a student becoming a registered nurse with effective feedback (Sue Howard 2006). This should only be done with right skills and commitment. (Adam 1995), who further states that, nurses who becoming mentor must be able to identify what student need to be able to improve their performance.   Mentoring is a tool; it can be an informal practice or a formal program. Mentors demonstrate, as experienced with responsibilities for a student, who enhances learning by teaching, instructing, supervising and role modelling, thus supporting the learner to adapt to their new role. Mentee’s observe, question and explore. Taylor (2005) It is also a way for people to learn from each other even though most think mentors are older. It’s a bond no matter age, race or gender. It’s a way for people to communicate. Kristene (2000).  During November the author was allocated by her ward manager, to mentor a first year student nurse, to undergo six week of long practice on an acute medial ward which consists of 33 beds also with mix gender. It is stipulated that it is imperative that a mentor is to introduce herself to the student as a very approachable person as it helps to build good working relationships and may also to alleviate any anxiety the student may incur before her placement starts. Spouse (1996) stated that in studies on practice placements a feeling of acceptance conveyed by the mentor and the mentor’s organisational abilities contributed to a better learning experience for the student. The initial meeting between the author and the student did not pan out according to the author’s intention. Given the fact that the student was already in the second week of her placement, she was already introduced to the ward and started working with other staff members. Nonetheless, the author attempted to cover lost grounds by introducing the mentee to other unexplored areas which were not mentioned during her formal orientation. The mentee was formally re-introduced to the team on the ward, given the fact that the mentee would be working individually at times and therefore needed reassurance that she could rely on other team members in the mentor’s absence (hence, averting the feeling of neglect). Together the student and the author discuss how to achieve her learning outcomes and work to accomplish excellent result. The development of clinical supervision in nursing is clearly focused on a clinical relationship that involves an exchange between professionals, thus enabling the development of professional skills (Butterworth 1992). Therefore with expanding one knowledge base, assist the individual to become a clinical expert and finally, to develop self-esteem Proctor (1986). Furthermore, Proctor (1986) uses a framework for clinical supervision to show that a more enabling relationship can exist than that ascribed by some nursing authors. This framework also demonstrates the interlocking, enabling aspects or task of clinical supervision, set with the individual and cultural contexts. The author will explain the framework (appendix1) to give a clearer understanding of how reflection is link to clinical supervision. The role of a mentor is to facilitate the successful transition of a mentee from being a dependent learner to becoming an independent learner. An example is the teacher-student relationship where the teacher teaches the student and the student in turn conduct independent studies. In relating the analogy to the incumbent case, the mentor-mentee relationship will in effect, provide for the independence of the mentee. Through mentoring, learning becomes non-directed by lecturing, interactive training and is participant led. The trainee is therefore able to undertake more complex issues and new experience. According to Benner (1984), cited in Hughes (2004) the helping role is a healing relationship, which creates a climate of trust and compliance. (Stengethofen 1993) It is also the role of the mentor ensure that the student adopts effective learning techniques as well as data accumulation. This should be done through teaching the mentee how to be an effective team player, through observation.   A key purpose of teaching and facilitating learning in the practice area is to help the student to relate theory to practice. McCougherty 1992 describes two aspects of learning related to the integration of theory to practice. The first involves nursing skill, while engaging in direct patient care. The other concerns relating theory to practice: that is learning through reflection on experiences and is often referred to as “learning by reflection on action.” (Schon, 1987) Teaching while engaging in direct patient care is considered by some as an important mode of teaching by nurse teachers. It has been considered that practice based teaching helps students to develop skills of reflecting. It has also been noted that teaching sessions which involves presentations and question and answer session offered mentee more opportunities to express their feeling about their experiences. This is done through using theoretical frameworks to justify their practice and suggest alternative actions for future practice. A structure of this nature guided them to articulate their experiences and develop their skill of reflection (Charlesworth et al 1990). Both verbal and nonverbal communication is integral to establishing sound relationships in the clinical environment. This is also applicable to relationships with patients, the multi-disciplinary team and relatives. Kopp (2001) supports this opinion, by arguing that establishing a good relationship between a mentor and a student is perhaps the most important factor in enhancing student learning and in creating a sound-learning environment. However, the author believes that it is her responsibility to provide a system of training and support where by student can benefit from practice placement to improve their knowledge by gaining experience with different patient in different areas. As a mentor, the author shared different ways and provides useful materials to enable learning. This includes: ward polities folders, the NCM latest hand book, internet search websites, as well as advising the student to attend other ward to observe practices and procedures. In addition, the mentor design a teaching broad with different articles and leaflet, which will be of beneficiary to read and reflected whilst on the ward. (Clutterbuck 2006) states that mentor is to build to improve performance change in organisation. This enable building on the learner experience, providing conductive environment for learning and appropriately challenging supporting and providing vision to the learner (De Pree, 1989). The student will benefit from accumulating more knowledge and to provide care with evidence to safe practicing. For the benefit of safe nursing practice the student was informed and given useful evidence base material of literature and also other sources was always visible to use in providing care for patients. It also helps them by reflecting and refreshing his or her knowledge throughout practicing. In addition, the student attends other department to see other procedures, as this will help them on their journey to become on expert. Reflection and is a tool used to facilitate learning through practice (Boud, Keogh & Walker 1985, Schon 1992). For a student to achieve their objectives, it is imperative that their job is done properly with the support of their mentor. This can only be achieved through training (Buckley & Caple 1991). According to Lincoln, Carmody & Maloney (2001), a student can be motivated by challenges and experience. As a nurse-mentor, it is stipulated that an effective way of according a student the best mentorship, is to ensure the well being of the student as well as ensuring that the student is reflective throughout the entire process. It is also imperative to have a framework for understanding, planning and evaluating the meaning of total experiences. The will, in effect, transfer into the student understanding as performing care on reflection. The importance of establishing and maintaining, appropriate and effective learning environment is of high priority with educating the mentee (Nicklin 2007). Therefore, a learning environment that is more flexible in dealing with and responding to present and future development should in all setting, be created. The author asserts that it is essential that a motivation should be instilled in a mentee where there is a deficiency. As a result, the author did the following, as recommended by researchers: 1) give frequent, early, positive feedback that supports the mentees’ beliefs that she can do well 2)  ensure opportunities for mentees' success by assigning tasks that are neither too easy nor too difficult 3) help the mentee find personal meaning and value in the allocated tasks 4) create an atmosphere that is open and positive and 5) help the mentee to feel that she is a valued member of a team Lowman, 1984; Lucas, 1990; Weinert and Kluwe, 1987; Bligh, 1971). The author ensured that the mentee understood what was expected of her and the way the mentee should go about achieving such. Reassurance that the mentee can successfully complete her placement was imparted as well as telling the mentee that if she can perform particular tasks and activities, then she possess the ability to complete her placement successfully. The author was also cautious in not using words which reinforced the position of mentor-mentee relationship. Instead of using phrases such as ‘you must’, ‘you should’, ‘I require you’ and ‘I demand that you’, the author used alternative phrases such as: ‘I think that you might find’ and ‘I will be interested in your reaction’ (Lowman, 1990). The author also ensured that sufficient enthusiasm was present; in order to motivate the mentee to look forward to coming to the ward when necessary. The author also ensured that the perception of delight in shadowing the mentee was expressed through conduct and words. This is because; lack of enthusiasm may filter to the mentee and would inevitably result in a tedious experience for the mentee. Being a mentor, the author recognizes the fact that one is for the most part, view as a role model and an expert in teaching the skills necessary for the nursing profession. This requires honesty, patience, trustworthiness, and most of all being open minded particularly in today’s society. The author also recognizes that the role of a mentor requires tolerance and being a listener. This is invaluable for the mentee as it is imperative that a mentee gets the most out of the placement (Jarvis and Gibson 2001). The author has learnt that for the art of mentoring to be successful there needs to be training. This would result in the development of the necessary skills to bring out excellence in the trainee. A good knowledge of the specialised subject enhanced with good listening and questioning skills will bring out the best in trainee, thus ensuring good performance, motivation and enthusiasm (Dean, Kenworthy 2007). The author has also learnt that the perception of power or authority should be significantly minimised, which will, in effect build the mentor in being a better mentor. The author has also learnt that everyone learns at their own pace, hence this must be understood and taken into account when mentoring so that the trainees feel guided by the mentor thus facilitating professional growth and development. During teaching sessions, the author encouraged the mentee to reflect on tasks that were allocated to her before caring for patients. Goodman (1991), Procter & Reed (1993) suggests that the focus of reflection is important in teaching the skills necessary for the nursing profession. Bibliography Lowman, J. "Promoting Motivation and Learning." College Teaching, 1990, 38(4), 136-39. Bligh, D. A. What's the Use of Lecturing' Devon, England: Teaching Services Centre, University of Exeter, 1971. Lucas, A. F. "Using Psychological Models to Understand Student Motivation." In M. D. Svinicki (ed.), The Changing Face of College Teaching. New Directions for Teaching and Learning, no. 42. San Francisco: Jossey-Bass, 1990. Weinert, F. E., and Kluwe, R. H. Metacognition, Motivation and Understanding. Hillsdale, N.J.: Erlbaum, 1987.