Mentoring_Relationship

FORMATIVE ASSESSMENT This essay will critically analyse the role ofa mentor in integrating susan a first year student into the practice placementin relation with nmc domain 1.according to wilkes 2006 the role of amentor in practice placement is important in supporting student learning and assessment.clinical placement has significant influence in nursing students . however for a new comer clinical settings can be startle,will have difficulty in understanding the significance ofwhat is taking place around them[fuhrer1993].Eventhough clarke et al[2003]points out that current nurse education puts a high value on learning in the clinical environment,findings suggested that student-mentor relationship was identified as influencial in optimizing learning and priority was given to individual mentor,not the learning environment[gray and smith2000]. As a first year student susann have the righ to expect support and teaching input from all team memberes,especially nurses and mid wifes on the nmc personal register[nmc,2004a,sectio6.4].stress and anxiety of being in a new place ,away from her peers and lack of confidence will be heightened at this stage[beck and srivastava 1991].At this stage made to feel welcome by knowing their nameand being recognized as a new comer[Davidson 2005,Philips et al 2000],susan can feel comfortable.providing a proper orientation by doing a physical tour allows susan to know other staffs[Davidson 2005]whom she is going to work with. According to the NMC a mentor is “a mandatory requirement for pre-registration nursing and midwifery students” (NMC, 2006a). Placements are monitored for quality by the Quality Assurance Agency for Higher Education (QAA), the NMC, and external examiners via the HEIs. The learning environment in practice is therefore as important for effective learning as the university campus. 10 Give the opportunity to work at least 40% of the time with their mentor Higher education has a responsibility to ensure support is put in place for the student, learning environment and mentor through allocated roles such as link lecturers and personal tutors. These personnel will: recognise the purpose of the placement experience and ensure that they are clear about the expectations of the placement provider ✦ ensure that they have some theoretical knowledge relating to the placement ✦ contact the placement and mentor prior to starting ✦ highlight any support needs to the mentor The student is present in the placement setting as a learner and not as a member of staff. However, they must make an active contribution to the work of the practice area to enable them to learn how to care for patients (RCN, 2007a). “Supernumerary status partnership in achieving shared goals through being ‘commited to working together’ over a long period of time (Glasby and Dickinson 2008 p4). Background and context This paper presents an account of the collaborative approach taken to implement new professional standards in teaching, learning and assessing in practice for nursing in the UK. The collaborative process required a robust approach to locally interpreting and implementing the Nursing and Midwifery Council (NMC)(UK) Standards for Supporting Learning and Assessing in Practice (2006)1 The 1 referred to as ‘the Standards’ throughout this paper 4. NMC 2006 Standards to Support Learning and Assessment in Practice. Nursing and Midwifery Council, London NMC2007 UK Wide QA Framework Monitoring Review Plan Nursing and Midwifery Council, London 18 Overall the commitment of staff and the organisations involved in the provision and support of practice education for nursing students is evident. It could be argued that whilst areas of good practice exist, these do so despite a number of structures that appear to work against the provision of well-supported, clearly supervised and adequately quality-assured practice education An Bord Altranais (November 2000) Requirements and Standards for Nurse Registration Education Programmes. 2nd Edition. http://www.nursingcareers.ie/images/ContentBuilder/NURSER-S.PDF Buchan, J (1999) The ‘greying’ of the United Kingdom nursing workforce: implications for the employment policy and practice. Journal of Advanced Nursing. 30 (40): 818-826. Clarke C L, Gibb C E & Ramprogus V (2003) Clinical learning environments: An evaluation of an innovative role to support pre-registration nursing placements. Learning in Health and Social Care. 2 (2): 105-115. Day C, Fraser D & Mallik M (1998) The Role of the Nurse Teacher/Lecturer in Practice. Researching Professional Education No 8. E.N.B. London. Department of Education, Science and Training (2002) National Review of Nursing Education: Our Duty of Care. Department of Education, Science and Training. Canberra. Department of Health (1999) Making a Difference: Strengthening the nursing, midwifery and health visiting contribution in health and healthcare. Department of Health. London. Department of Health (2000) The NHS Plan. A plan for investment health and healthcare. Department of Health. London. Department of Health (2000) The NHS Plan. A plan for investment a plan for reform. Department of Health. London. Department of Health (2000a) A Health Service for All Talents: Developing the NHS workforce. Department of Health. London. Department of Health (2003) Financial Help for Healthcare Students. Sixth Edition. Department of Health. London. Edmond C B (2001) A new paradigm for practice education. Nurse Education Today. 21(4): 251-259. Ellis R & Hogard E (2003) Two deficits and a solution ' Explicating and evaluating clinical facilitation using consultative methods and multiple stakeholder perspectives. Learning in Health and Social Care. 2(2): 18-27. English National Board for Nursing, Midwifery and Health visiting (1989) Preparation of Teachers, Practitioners, Mentors and Supervisors in the context of Project 2000. E.N.B. London. English National Board for Nursing, Midwifery and Health visiting (1999) Requirements for Educational Programmes. E.N.B. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001) Placements in Focus: Guidance for education in practice for health care professions. Department of Health. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001a) Preparation of Mentors and Teachers. A new framework of guidance. Department of Health. London. HMSO (2000) Freedom of Information Act. HMSO. London. www.practicebasedlearning.org NURSING References Hodgson P (2000) Clinical Placements in Primary and Community Care Project. NHS Executive. Leeds. Mallik, M (2001) Getting the most from your Practice Placements. in. Maslin-Prothero, S. (ed.) Bailliere’s Study Skills for Nurses. 2nd. ed. Chapt.14. 268 – 288 Bailliere Tindall, Edinburgh Mallik M & Aston L (2003) Providing Educator Support for Practice Learning. In Glen S & Parker P (eds) Supporting Learning in Nursing Practice: A guide for practitioners. Palgrave MacMillan. London. Morison S, Boohan M, Jenkins J & Moutray M (2003) Facilitating undergraduate interprofessional learning in healthcare: comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care. 2(2): 92-104. Neary M (1999) Preparing assessors for continuous assessment. Nursing Standard. 13(18): 41-47. Philips T, Schostak J, Bedford H, Robinson J (1994) Assessment of Competencies in Nursing and Midwifery Education and Training (ACE Project). E.N.B. London. Pulsford D, Boit K & Owen S (2002) Are mentors ready to make a difference' A survey of mentors’ attitudes towards nurse education. Nurse Education Today. 22(6): 439-446. Rafferty A M (1996) The Politics of Nursing Knowledge. Routledge. London. Royal College of Nursing (2003) Defining Nursing. R.C.N. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1986) A New Preparation for Practice. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1999) Fitness for Practice. The UKCC’s Commission for Nursing and Midwifery Education (The Peach Report). United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2000) Standards for the Preparation of Teachers of Nursing Midwifery and Health Visiting. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2001). Fitness for Practice and Purpose. The Report of the UKCC’s Post-Commission Development Group. U.K.C.C. London. Williams B (2002) Using collage artwork as a common medium for communication in interprofessional workshops. Journal of Interprofessional Care. 16(1): 53-58 Bord Altranais (November 2000) Requirements and Standards for Nurse Registration Education Programmes. 2nd Edition. http://www.nursingcareers.ie/images/ContentBuilder/NURSER-S.PDF Buchan, J (1999) The ‘greying’ of the United Kingdom nursing workforce: implications for the employment policy and practice. Journal of Advanced Nursing. 30 (40): 818-826. Clarke C L, Gibb C E & Ramprogus V (2003) Clinical learning environments: An evaluation of an innovative role to support pre-registration nursing placements. Learning in Health and Social Care. 2 (2): 105-115. Day C, Fraser D & Mallik M (1998) The Role of the Nurse Teacher/Lecturer in Practice. Researching Professional Education No 8. E.N.B. London. Department of Education, Science and Training (2002) National Review of Nursing Education: Our Duty of Care. Department of Education, Science and Training. Canberra. Department of Health (1999) Making a Difference: Strengthening the nursing, midwifery and health visiting contribution in health and healthcare. Department of Health. London. Department of Health (2000) The NHS Plan. A plan for investment a plan for reform. Department of Health. London. Department of Health (2000a) A Health Service for All Talents: Developing the NHS workforce. Department of Health. London. Department of Health (2003) Financial Help for Healthcare Students. Sixth Edition. Department of Health. London. Edmond C B (2001) A new paradigm for practice education. Nurse Education Today. 21(4): 251-259. Ellis R & Hogard E (2003) Two deficits and a solution ' Explicating and evaluating clinical facilitation using consultative methods and multiple stakeholder perspectives. Learning in Health and Social Care. 2(2): 18-27. English National Board for Nursing, Midwifery and Health visiting (1989) Preparation of Teachers, Practitioners, Mentors and Supervisors in the context of Project 2000. E.N.B. London. English National Board for Nursing, Midwifery and Health visiting (1999) Requirements for Educational Programmes. E.N.B. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001) Placements in Focus: Guidance for education in practice for health care professions. Department of Health. London. English National Board for Nursing Midwifery and Health Visiting and The Department of Health (2001a) Preparation of Mentors and Teachers. A new framework of guidance. Department of Health. London. HMSO (2000) Freedom of Information Act. HMSO. London. www.practicebasedlearning.org NURSING References Hodgson P (2000) Clinical Placements in Primary and Community Care Project. NHS Executive. Leeds. Mallik, M (2001) Getting the most from your Practice Placements. in. Maslin-Prothero, S. (ed.) Bailliere’s Study Skills for Nurses. 2nd. ed. Chapt.14. 268 – 288 Bailliere Tindall, Edinburgh Mallik M & Aston L (2003) Providing Educator Support for Practice Learning. In Glen S & Parker P (eds) Supporting Learning in Nursing Practice: A guide for practitioners. Palgrave MacMillan. London. Morison S, Boohan M, Jenkins J & Moutray M (2003) Facilitating undergraduate interprofessional learning in healthcare: comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care. 2(2): 92-104. Neary M (1999) Preparing assessors for continuous assessment. Nursing Standard. 13(18): 41-47. Philips T, Schostak J, Bedford H, Robinson J (1994) Assessment of Competencies in Nursing and Midwifery Education and Training (ACE Project). E.N.B. London. Pulsford D, Boit K & Owen S (2002) Are mentors ready to make a difference' A survey of mentors’ attitudes towards nurse education. Nurse Education Today. 22(6): 439-446. Rafferty A M (1996) The Politics of Nursing Knowledge. Routledge. London. Royal College of Nursing (2003) Defining Nursing. R.C.N. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1986) A New Preparation for Practice. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (1999) Fitness for Practice. The UKCC’s Commission for Nursing and Midwifery Education (The Peach Report). United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2000) Standards for the Preparation of Teachers of Nursing Midwifery and Health Visiting. U.K.C.C. London. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (2001). Fitness for Practice and Purpose. The Report of the UKCC’s Post-Commission Development Group. U.K.C.C. London. Williams B (2002) Using collage artwork as a common medium for communication in interprofessional workshops. Journal of Interprofessional Care. 16(1): 53-58 The NMC also requires ongoing updates of qualified mentors and an acceptable ratio of mentors to learners (QA Factsheet 0/2003). Although there is evidence that annual updates are often poorly attended due to staff shortages or for logistical reasons (Pulsford et al 2002) these standards provide the impetus for good practice and, through robust inspection systems, can maintain the basis for good quality practice based learning. Survey data referred to joint assessment The ENB & DoH (ENB/DoH, 2001) acknowledge that students’ practice experience is one of the most important facets of their educational preparation in nursing. Similarly, the Irish nursing regulatory body An Bord Altranais (2000) stated that clinical practice experience provided learning opportunities that enabled students to achieve critical analysis ofrole of a the mentor in integrating a new student to the practice PLACEMENT b y establishing effective relationship. This eesay will critically analyse and rationalize the role of the mentor to in relationto domain one,establish effective relationship in order to support a new students learning.Wilkes found that effective relation hip between mentor and student is essential to enchance the placement experience and vital to support learning.this essay will specifically look at mentor relationship within clinical setting,benifitt of this relation ship and potential negative out come and problems by using supporting literature and reference