HEA3177 Mentorship in Professional Practice : Facilitation of Learning

Consider your rote as a mentor in your clinical setting; how do you ensure the needs of learners are met alongside, Vou the learning opportunities available for learners? 

When I first met Jane I asked how she felt about coming to theatre and took time to talk through an Placement can offer which is the same (nursing care) as many other experiences; I also highlighted t placement and how her perioperative experience should help her to become a better nurse caring (Jokelainen et al 2011). l asked Jane to share her expectations of me as her mentor and we discuss might not always be working with Jane; however I will ensure that she is well supported. I told an of the time and, when I assign colleagues to work with her during my absence, I will be gaining fe( (Nursing and Midwifery Council 2008) . Jane said that my approach made her feel well supported arrangements. I reiterated that I understand that some students can find a perioperative placem suitable ongoing support. I also said that I would ensure that, if something particularly interestin 'observe the case. When working clinically I ensured that Jane worked with me, I needed to dete /comfortable and was enjoying the experience. 

Summary 1:

NMC 1: Establishing effective working relationship

Here, the focus in context should be how Jane is able to share her expectations as her mention and work with the other colleagues through effective communication, negotiating the shifting patterns, providing the direct sessions at different levels and engaging in the team work. This will help in valuing of the students and understanding specific needs with educational representatives and trust leads (Jokelainen et al., 2011). According to the context, Jane perioperative experience should be helpful in bringing a change to the work. The effective leadership is based on handling the processes and procedures where the value of students is based on specific needs. The support is offered depending upon the assessment of the needs of the students.

NMC 2: Facilitation of Learning

Jane has been found to be supportive about the remarks and the feedback which are going to come in her way. According to the NMC, there is a focus on maximised learning, with creative and innovative pathways that insist on the better teaching sessions. Jana has bee seen enthusiastic to work on student presentations with using the patient complaints, as a learning curve too. They value the patient and public participation effectively based on the discussions and feedback. The identification is based on using the student document and placement profile, that helps in identifying the knowledge and neds for placement as well (Sambunjak et al., 2006). It also brings a change with encouraging the process that with maximise the opportunity to teach, or educate.

Summary 2:

NMC 3: Assessment & Accountability

The planning and the negotiating student assessment will help to focus on the skill acquisition and then work on the evidence based factors as well. Here, the documentation is based on time working with the assessments of the students at different levels. Here, Jane has been perioperative to handle the different ongoing support along with ensuring the needs that are interesting for observing a particular case. There are certain barriers to assessment along with managing under the achieving or failing students (Sambujak et al.,2010). The safe practice issues and the reporting mechanisms work on following up the support and evidence generation, methods, with assessing competency.

NMC 4: Evaluation of Learning

It is important to focus on the learning factors which helps in articulating the evaluation process. Here, the problem-solving methods and the discussions with education representatives are important to meet the visitors on monitoring and re-approval events. The readings of the journals or the newsletters could be effective for the best practices and for the innovation purpose as well. Here, the mentoring awards are set to check on achieving the appraisal with evidence based on the cards and the thank your letters (Miskovic et al., 2010). Here, Jane has been well supportive on the approach of learning with deciding to handle the colleagues to work. Along with this, she has been able to focus on sharing her expectations and discuss about the proper working at work.

Summary 3:

NMC5: Creating an Environment of Learning

Here, the standards are set to match with the welcome packs, induction and the allocation lists where the health, safety and the security of students is important to focus on different processes and procedures. This also helps in matching with the safe level practice and socialisation to the ward or the practice areas (Tolan et al, 2013). The access to the learning resources include the service needs, with different policy issues which cascade the mentorship and the public relations activities. One also need to be aware of the essence of care and checking over the forms which related to the expectations and feedback from the mentor.

NMC6: Context of Practice

Jane has been very supportive and helped in making different arrangements with better ongoing support that included the understanding of meeting and observing the points of enjoying the experience. With this, some other factors are also set to match which includes understanding the roles, responsibilities and the accountability of mentor and other professions. The engagement is set with the practice development and focusing on celebrating success to link theory. The encouragement of the students is mainly to underpin practice with reference to the policy, procedures and the guidelines. The standards are also set to meet the research which works over the complaints and untoward incidents. Jane works over the approach about how one feels about the supported arrangements (Webb, 2011). The suitable standards are ensured about working with the need to detect and enjoy experience.

Summary 4:

NMC7: Evidence based practice

It has been seen that Jane was cooperative in handling the different operations at work. Along with this, she has been working on the practices which could be helpful for the students to learn and share the knowledge information. The engagement is mainly with the encouraging of the policy, procedures and guidelines, where the research methods and networking help in matching to the link theory and standards (Wilford et al., 2006). The complaints could be handled through different forms where Jane has always approached towards supporting and working over observing the cases with enjoying experiences.

NMC8: Leadership

NMC has been focusing on the leadership where the public is being placed at risk through the practitioners and then the leadership is important for the guidance of a patient or student. Here, the challenge for the students is to prioritise and decide about the decision-making process. It includes the contribution mainly to the curriculum development and learning about the innovation with best practices in hand. One needs to understand the roles and responsibilities which could bring an empowerment to handle the system and contribute towards the curriculum development, with better feedback (Hinchliff et al., 2008). In leadership, the domain also promotes the nursing profession with trust and HEI. Here, Jane has been working overhandling the different perioperative placements with better support and leadership to manage the students.

References:

Hinchliff, S. and Rogers, R. eds., 2008. Competencies for advanced nursing practice. CRC Press.

Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D. and Coco, K., 2011. A systematic review of mentoring nursing students in clinical placements. Journal of clinical nursing, 20(19?20), pp.2854-2867.

Miskovic, D., Wyles, S.M., Ni, M., Darzi, A.W. and Hanna, G.B., 2010. Systematic review on mentoring and simulation in laparoscopic colorectal surgery. Annals of surgery, 252(6), pp.943-951.

Sambunjak, D., Straus, S.E. and Maruši?, A., 2006. Mentoring in academic medicine: a systematic review. Jama, 296(9), pp.1103-1115.

Sambunjak, D., Straus, S.E. and Marusic, A., 2010. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. Journal of general internal medicine, 25(1), pp.72-78.

Tolan, P., Henry, D., Schoeny, M., Bass, A., Lovegrove, P. and Nichols, E., 2013. Mentoring interventions to affect juvenile delinquency and associated problems: A systematic review. Campbell Systematic Reviews, 9(10).

Webb, L. ed., 2011. Nursing: Communication skills in practice. Oxford University Press.

Wilford, A. and Doyle, T.J., 2006. Integrating simulation training into the nursing curriculum. British Journal of Nursing, 15(17), pp.926-931.