Mentorship

It was important that the environment that Laura was introduced into was right. Vast amounts of research have been done over the years on this aspect of learning. It is interesting to note that in a study completed by Dunn and Hansford(1997) five factors were identified using the Clinical Learning Environment Scale (CLES): staff-student relationships, nurse manager commitment, patient relationships, interpersonal relationships and student satisfaction. Within the learning environment the most influential factor being the trained staff and the student. They go on to emphasise that staff should not view students as just another set of hands which is difficult in a busy ward environment such as the one I work on due to staffing levels and volume of work. Walsh (2010) suggests that if a student has a sense of security from the beginning of the placement they are more likely to have a sense of belonging. This will mean that they are more likely to take advantage of learning opportunities early on whereas the student who is excluded often misses them. During our first formal meeting we also discussed learning styles Laura suggested to me that she was a reflective learner but wasn’t that certain. I suggested that we completed the VARK questionnaire (Fleming 2011). This questionnaire helps the learner to categorise whether they learn best by visual, aural, read/write, kinesthetic or multi-modal methods. On completion of this questionnaire we found we both learnt in a similar style using a mixture of all methods. Additionally we have a preference to ponder experiences and observe them from different perspectives. There have been many research projects completed on learning styles and how individuals learn by different methods. A framework was developed by Kolb (1984) which provided a model for identifying an individual’s learning style. I now decided on what teaching strategies I would use with this student. This is important to give me a framework to make my teaching effective as each individual student learns by different methods (Hinchliff 2004). It is important at this time to make certain that all teaching material is evidence-based. It was understood by Laura that I would be assessing her progress throughout her time on the ward and a further formative interview would be conducted halfway through her time on the ward to discuss her progress and further development needed. A mutually agreeable date and time was arranged for this meeting as it was important that it was unhurried. The feedback at the formative meeting must be honest and objective (Rose and Best 2005). I used both observation and questioning techniques to assess Laura’s progress and provide feedback. . Feedback is important as it can aid a failing student as well as the successful students. This must be open, honest and objective and highlight strengths as well as weaknesses (Walsh 2010). A date was agreed at this time with Laura for the summative meeting, also known as the final assessment (Hinchcliffe 1992) At this I was able to inform Laura that I was satisfied with her performance and pass her on all three areas of her placement: knowledge, skills and attitude. I completed her paperwork using the clinical practice grading tool which had been supplied to her by the university. Having passed this student it was important for me to consider the difficulties should I need to fail a student. Duffy (2004) highlighted the difficulty for mentors to fail students. It has been highlighted in many studies that lack of knowledge of the assessment process that mentors fail to fail (Walsh 2010). Completing the mentorship course I am now aware of what measures can be put in place to help failing students when their clinical competence is questionable, contacting the link lecturer, module leader and if necessary the course leader. It is vital that in the role of mentor we do not avoid taking action however uncomfortable the situation (Duffy 2003). It is important to ensure all students should have support throughout the whole of their placement as a failing student could be missed. It should be a continuous assessment through the whole placement (Gopee 2008). As a midwife mentorship is an integral part of my role (Wilkes 2006). I have identified the learning environment is of great importance in ensuring my students have a positive clinical experience Within my ward students meet with a large multidisciplinary team who must be made aware of the students’ presence, staffs need to be friendly and approachable towards students. Being a student is a very vulnerable time when support is needed as having a bad experience can impact on how they feel for a very long time (Walsh 2010). Since commencing this course I have become aware of the increasing number of students with learning disabilities entering the university needing support. As a mentor I need to be more sensitive to their needs and difficulties. It has been identified by Hazel (1992) that these students have greater difficulty in dealing with change, criticism and meeting deadlines. As a mentor I will endeavour to support students in developing the skills required to become good practitioners by fitting them into the existing structures with the minimum of modification (Quinn & Hughes 2007). I realise how important assessment and feedback are to assist the learner. The skills of reflection should be used by both me and the learner to learn and move forward. In my experience some midwives resent the role of mentor due to the demand on their time and the additional paperwork. My skills and confidence have being raised by this course however management need to insure that time is allocated for this additional responsibility masking sure the students are well supported throughout. Due to the workload I have found the mentoring experience demanding and at times challenging. The knowledge I have learnt during the theory sessions will make me a better mentor and allow me to make a greater contribution to the Midwifery profession. Undertaking this course has been a positive learning experience and has furthered my commitment to lifelong learning. I am currently in the process of contacting management to negotiate enhanced learning conditions.