nursing mentorship essay examples

The Importance of Mentorship in Nursing

Are you ready to earn your online nursing degree?

Do you have a nurse mentor? If you do, consider yourself lucky. If you don’t, think about looking for one.

There are countless benefits to having a nurse mentor. A major benefit: They can help shape your career path, whether you’re a new nurse, advancing your career, or even changing specialties.

A nurse mentor can also help support you through challenges. Studies reveal new nurses , especially, face difficult times in their new roles. Challenges include:

These challenges cause high turnover rates or skillful nurses to leave the profession altogether. Having a great nurse mentor can prevent this. They can provide nurses with tools to tackle challenges while building confidence and resilience.

How Does Mentorship Work in Nursing?

In its mentoring program toolkit, the American Association of Colleges of Nursing (ANCC) defines mentoring as:

“A formalized process whereby a more knowledgeable and experienced person actuates a supportive role of overseeing and encouraging reflection and learning within a less experienced and knowledgeable person, so as to facilitate that person’s career and personal development.”

Some nurse mentor relationships develop naturally, but for others, finding one may take some time. A nurse mentor should be:

Trustworthy
Encouraging
A great listener
A guide to your career goals

Many hospitals and facilities have integrated nursing mentorship programs , especially for new nurse graduates. The goal of mentorship programs is to provide:

Clinical care support
Psychological and emotional support
Academic advice
Career development
Nurse leadership opportunities

There are many benefits to having in-house nursing mentorship programs. Mentorship in nursing has been found to:

Improve job satisfaction
Promote professional growth and development
Decrease turnover
Increase cost-effectiveness

What Are Some Barriers to Nurse Mentoring?

Nurses may face complications with mentors and may have to end the relationship. Reasons might be the mentee did not feel supported, or the mentor may not have the desired skill set. Some other barriers include:

Cultural difference or miscommunication
Unable to maintain the relationship
Lack of preparedness
Career changes

Why Is Nurse Mentorship Important?

Mentorship is important because it provides support, assistance, and guidance to nurses and nursing students. Nurse mentorship programs are critical; they can even be found globally. One study showed that low- and middle-income countries have the largest nurse mentoring programs.

There is an initiative for healthcare workers, especially nurses, to participate in mentorship programs. Why? Studies show, along with nursing responsibilities, nurses exercise high emotional labor .

Emotional labor is “work role” specific. This is when nurses have to manage their emotions while interacting with organizations to reach their professional goals. Having a nurse mentor can help provide suggestions on how to navigate this reality.

The mentor and mentee relationship is a two-way relationship. The role of the mentor is to act as a role model and:

A mentee can add value to the relationship by:

Jillian Kobel, a trauma nurse registrar, started a new nursing position in March 2020. She was connected with a nurse mentor and continues to have a meaningful relationship with her mentor.

“I started this job working remotely during COVID and was put in touch with a nurse registrar,” Kobel said. “We had standing weekly meetings in the beginning and really connected. Now we talk all the time, and I run things by her frequently.”

How Do I Find a Nursing Mentor?

There are many ways you can find a nurse mentor: Internally through a formal program provided by your facility, or externally, through taking advantage of nursing associations or nonprofit organizations.

You can also choose your own nursing mentor. You just have to ask. Although it can be intimidating, many experienced nurses are eager to mentor nurses and nursing students.

Some programs to find a nurse mentor include:

American Nurses Association (ANA)
National Mentoring Partnership
Sigma Global Nursing Excellence
Pass the Torch for Women
American Association for Nurse Practitioners
American Organization for Nursing Leadership

How Do I Become a Nurse Mentor?

Many national nursing organizations have nurse mentorship programs — with enrollment opening as soon as next month! Enrollment for the ANA mentorship program opens August 2.

ANCC has a free, structured virtual dean mentorship program called MentorLINK. The application deadline is August 31. The program brings experienced deans together with deans looking to be mentored.

The program has an application for dean mentees. After answering a few questions on the application, the mentees match with the right mentor. The fee for the mentee program is $549.

Tips for a Successful Mentorship in Nursing

What does a successful mentorship relationship look like? A successful mentorship relationship has:

The mentor and mentee relationship typically goes through four phases. The four phases are:

Initiation : The mentor and mentee get to know each other and build a relationship as long as they are the right match.
Negotiation : The mentor and mentee set achievable goals.
Growth : The mentor and mentee work together to achieve these goals.
Closure : The mentor and mentee close their relationship formally. At this stage, they can applaud their success.

Every nurse can benefit from a nurse mentor, especially one they can feel comfortable reaching out for advice. The relationship can be short- or long-term, whichever works best. It’s essential for all nurse mentorship relationships to have open communication, structured virtual or in-person meetings, and establish measurable goals.

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

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Experience of nurses regarding the clinical mentoring of student nurses in resource-limited settings

Dhunraj foolchand.

1 Department of Health Studies, Faculty of Human Sciences, University of South Africa, Pretoria, South Africa

Jeanette E. Maritz

Associated data.

Data are available for sharing.

One of the major challenges associated with nursing education in this 21st century is the practice preparation of student nurses to serve in complex healthcare environments and to ensure their fitness to practise in these environments. Clinical mentoring has shown promise in providing clinical learning support for student nurses. Most approaches are, however, biased towards higher-income settings without giving due consideration to the resources, culture and structures of health systems in resource-limited settings. It is also unclear how qualified nurses who act as nurse teachers experience the clinical mentoring of student nurses in resource-limited settings.

This study aimed to explore and describe the experiences of qualified nurses regarding the clinical mentoring of nursing students in resource-limited settings.

The study took place in Mauritius, a developing country.

A qualitative, exploratory, descriptive approach was used with a purposive sample of eight nurses. Data were collected through face-to-face interviews and thematically analysed.

The findings indicated that mentoring per se was not practised, but rather general support, supervision or coaching. This resulted in the practice being less effective for its original purpose. Possible explanations included a lack of policy directives. Additionally, the mentoring practice was informal with unclear role expectations. Poor material and personal resources further compounded the challenges. An absence of buy-in and involvement of management along with a lack of monitoring clinical mentoring by the nursing school concludes the picture.

Effective clinical mentoring requires an understanding of the mentoring process from a broader perspective. Mentors should be equipped with core competencies. Successful mentoring outcomes are dependent on a conducive clinical learning environment and a clear mentoring approach.

Introduction

One of the major challenges associated with nursing education in the 21st century is the practice preparation of student nurses to serve in complex healthcare environments and to ensure that they are fit to practise in these environments (Mannino & Cotter 2016 :1). The challenges are amplified in developing countries (also known as low- and middle-income countries) as these environments face a crisis in human resources, inadequate training of healthcare workers, lack of formal and developmental opportunities for the health workforce, a maldistribution of staff favouring urban areas, a skill-mix imbalance and high patient ratios (Schwerdtle, Morphet & Hall 2017 :76). The above-mentioned aspects hamper developing countries’ abilities to reach the targets outlined by the Sustainable Development Goals (United Nations Department of Economic and Social Affairs 2018 ). Despite major transformation in the nursing profession over the last two decades (Caputi 2017 :1), nursing education and training have not kept abreast of those rapid changes, particularly in poorly resourced developing countries (Bvumbwe & Mtshali 2018 :1).

Mentoring has become an innovative tool to address learning and support for nursing students and nurses alike (Matin 2017 :1; Sambunjak 2015 :47). Matin ( 2017 :1) broadly defines mentoring as the guiding, counselling, teaching and sharing of experiences to a mentee. Mentoring also implies a relationship between a more experienced person (mentor) and a younger person (mentee) (McMahon 2016 :2). Clinical mentoring ensures that students are equipped with clinical practice skills that aim to address the theory–practice gap (Arnesson & Albinsson 2017 :202).

The term ‘mentoring’ is multifaceted and can therefore easily be linked to assessing, supervising, preceptoring and coaching . All these elements should be present in a mentoring relationship (Peake & Kelly 2016 :19). Although these terms are interchangeably used, they have different meanings as is briefly described below.

Assessing is a critical element of mentoring, which involves the assessment of students in clinical practice by specially trained mentors (Douglas et al. 2016 :34; RCN 2017 ). Supervising in the form of clinical supervision is a formal process, which involves the guidance and monitoring of trainee practice nurses to promote their independence (Moxham & Gagan 2015 :36). Similarly, preceptoring is a teaching and learning process that facilitates preceptees or newly qualified registrants to achieve new knowledge, skills and attitudes with support from experienced preceptors in clinical practice (Miller, Vivona & Roth 2016 :2015). Finally, coaching is a form of learning support that attempts to empower the trainee to adapt to professional changes (Walker-Reed 2016 :43).

The effectiveness of mentoring still raises concerns in both developed and developing countries (RCN 2015 ; Schwerdtle, Morphet & Hall 2017 :78). For instance, the Nursing and Midwifery Council (NMC) of the United Kingdom has recently announced significant changes to education standards in replacement of the traditional mentorship model (Duffy & Gillies 2018 :18). Clinical mentoring is not a common practice in resource-limited developing countries; if it is practised, it is often informal, infrequent and largely unsupported (Lescano et al. 2019 :3). Existing approaches are generally geared towards high-income settings without considering the difference in resources, culture and health structures of resource-limited settings.

Factors influencing clinical mentoring in nursing

Many studies (Al-Hamdan et al. 2014 :248–256; Anarado, Agwu & Nwuno 2016 :1–20; De Abreu and Interpeler 2015 :42–46) have focussed on the factors influencing mentoring in nursing. Al-Hamdam et al. ( 2014 :249) reported that students identified the relevant knowledge and skills of mentors as being the most important qualities. The authors also emphasised that mentors’ clinical teaching expertise is vital for quality mentoring of students during their practice placement. De Abreu and Interpeller ( 2015 :45) also found that students’ concerns are related to three areas of mentoring, namely the mentor’s qualities and ability to facilitate learning, the mentoring relationship and decision-making in complex situations, as well as support and positive feedback. Likewise, Rylance et al. ( 2017 :407) noted that assessing and supporting students in achieving their goals and developing competencies are key factors that need to be considered during the mentorship.

The mentor’s engagement in the mentoring process is critical. In a systematic review of qualitative studies, Peake and Kelly ( 2016 :18) reported that mentors should facilitate the professional integration of students within their clinical placements, provide the right experience and instil professional attitudes. Setati and Nkosi ( 2017 :136) found that responsive feedback from trained mentors, adequate resources and mutual responsibility contribute to promoting effective mentoring and reducing the theory–practice gap. Clinical settings should meet the requirements for the practice placement of students and mentors should perform according to professional standards, and share their knowledge and experiences to facilitate the integration of theory into practice. Mentors’ roles appear multifaceted, and their personal qualities and characters are the hallmark of mentoring (Sabog, Caranto & David 2015 :5).

Nursing training in Mauritius

Mauritius was a British colony until 1968 and is now an autonomous republic. The training of nurses in the local context has thus been based on the British apprenticeship model. In 2000, the UK phased out the apprenticeship model of training for nurses (NMC 2008 ), yet student nurses currently still receive ‘on the job’ practical training although they form part of the remunerated workforce. Until 2013, nurses were trained and awarded a Certificate in General Nursing, but thereafter the training moved to a Diploma in General Nursing (DGN).

Training is facilitated by the Central School of Nursing (CSN). The institution, dating to 1958, is under the control of the Ministry of Health and Quality of Life (MOH & QOL). It does not have the status of a college and is affiliated neither to a higher education institution nor to a university. Students undergo practical training in regional hospitals as planned and coordinated by the CSN. The shift from the certificate to DGN was inevitable as it was an old curriculum that has not been reviewed during the past three decades. Furthermore, the old curriculum was no longer responding to the emerging needs of the profession regarding training and education. Consequently, the content was updated and revamped to keep it current with global ongoing changes affecting the nursing profession. During the 3-year DGN training period, students spend 50% of their time on the theoretical and the other 50% on the practical component in clinical settings. The Nursing Council of Mauritius requires that all teaching hospitals be equipped to meet the needs for clinical training with specific reference to ‘mentors with specialised qualifications’ (Nursing Council of Mauritius 2010 :6).

Despite having moved to DGN, the approach of supporting students through mentoring in the clinical setting has remained the same. Qualified and experienced nurses carry out the clinical mentoring of students during their practice placement as part of their professional duties. This involves guiding and supervising students whilst they are performing nursing procedures, but without much emphasis on teaching and assessing of theoretical knowledge. The clinical mentoring of students is, therefore, service-led rather than educationally driven. Although the nurses in training hospitals are qualified (as nurses), they are not trained as educators or mentors. Given the above, it is unclear how these qualified nurses experience the clinical mentoring of student nurses in a resource-limited setting.

Research methods and design

A qualitative, exploratory, descriptive research approach was used in this study, as it attempted to explore and describe the ideas, thoughts and experiences of qualified nurses whilst mentoring student nurses in the clinical environment with constrained resources (Grove, Gray & Burns 2015 :165). This is also referred to as being interpretive because an attempt is made to give meaning to concepts expressed by the qualified nurses (Durand & Tracey 2014 :44).

Research setting

The study took place in Mauritius, an island situated in the south-west of Africa, East of Madagascar in the Indian Ocean. There are five public regional hospitals across the island and other speciality hospitals through which free health service is provided to the public. Some medi-clinics and community health centres also form part of the primary healthcare system. There are two private hospitals and five private clinics. The training of nurses is undertaken by the CSN, which is under the aegis of the MOH and QOL. There is also a private institution that provides training for nurses.

Population and sample

The research population included qualified nurses working within the five public regional hospitals across the island. According to the register of the CSN, the population for all qualified nurses was N = 996. A purposive sample (Gentles et al. 2015 :1778) was preferred. The participants were handpicked by the researcher because of their knowledge and experience of clinical mentoring nursing students (Denscombe 2014 :50). To be included in the study, qualified nurses needed to have completed their top-up diploma programme meaning they have improved their qualifications from a certificate in nursing to a diploma in nursing studies.

The final sample consisted of eight nurses of which five were male and three, female. A greater number of wards and other units in the regional hospitals are male wards. However, the staffing ratio regarding male nurses to female nurses is almost 1:1 (MOH & QL 2016 ). Of the eight participants, all were graduates, with five of them holding the top-up DGN, and three were degree holders in nursing. Most of the participants had been in the service for more than 25 years and were posted in general wards such as medical, surgical, gynaecology and orthopaedic. Three were working in speciality units such as intensive care units (ICUs) and operating theatres ( Table 1 ).

Participant profile and codes.

ICU, intensive care unit.

Ethical considerations

Ethical clearance for this study was obtained from the Research Ethics Committee, Department of Health Studies of the University South Africa (HSHDC/539/2016) and the National Research and Ethics Committee of the MOH and QOL (dated 27/03/2017). Participants were provided with a consent or information sheet that explained the full nature of the study. They were also informed that they had the right to withdraw from the study at any point without penalty and that confidentiality and anonymity will be maintained. Those who accepted the terms were then requested to sign the consent or information form.

Data collection

Data were collected by the first author (DF) by using face-to-face interviews (Grove et al. 2015 :83), which were conducted between April and August 2017 in the ward manager’s office. The interviews consisted of one grand tour question namely ‘tell me about your experience of mentoring nursing students in the clinical settings’. Every question was followed up with probes, summaries, clarifications and reflection on the content. With permission from participants, the interviews were audio-recorded and lasted for 25–30 min. A pilot interview was conducted with two participants. The question was found to be clear and understandable. The interviews were added to the final analysis. A total of eight interviews were completed with data saturation perceivably occurring after interview six. Two additional interviews were conducted to confirm the themes and depth of information. Each participant received a code (e.g. PA-001) to preserve their anonymity.

Data analysis

Data were analysed by using a thematic analysis approach. Interviews were transcribed verbatim by DF. The study involved the identification, reporting and analysis of patterns or themes within the data according to the six steps of familiarising with data (1), generating initials codes (2), searching for themes (3), refinement of themes (4), defining and naming of themes (5) and producing the report (6) , as advocated by Braun and Clarke ( 2006 :83). The second author (JM) received a clean set of transcribed data and independently coded the above. The two authors held a consensus discussion and they agreed on the final themes.

Measures of trustworthiness

The trustworthiness of this study was based on the four key criteria, namely credibility, dependability, confirmability and transferability (Creswell & Creswell 2018 :266). Credibility was maintained through prolonged engagement; the researcher spent 6 months in the field. Data were analysed independently by both authors and a peer review was conducted by presenting the findings to three senior members of staff who were not interviewed. Dependability was ensured through the detailed description of the methods. Confirmability was established during ongoing analysis through member checking after confirming with participants the correctness of their responses. Transferability was facilitated by providing in-depth details of all methodological processes.

Findings and discussions

Table 1 shows an overview of the participant codes, gender, posting, qualification and years of experience.

The findings showed that mentoring per se was not practised in this setting. This resulted in the practice being less effective for its original purpose. Possible explanations included a lack of policy directives. Additionally, the mentoring practice was informal with unclear role expectations. Poor material and personal resources further compounded the challenges. An evident absence of buy-in and involvement of management along with a lack of monitoring clinical mentoring by the CSN concludes the picture.

Participants provided several prerequisites needed for clinical mentoring to be successful. As shown in Table 2 , this included the need for policy directives for all stakeholders, collaboration between stakeholders, training of mentors, clinical setting requirements and role clarifications.

Summary of main themes.

CSN, Central School of Nursing.

Mentoring per se was not practised, resulting in the current practice being less effective for (its) purpose

Participants expressed that the current mentoring system did not reflect formal mentoring according to a set definition, but could rather be defined as general support, supervision or coaching. The support seemed to have remained static despite the changes implemented in nursing training since 2013:

‘I do not think mentoring of students is done in this way if someone looks at the definition of a mentor, according to me qualified nurses in the local context cannot be considered as mentors’. (PD-004) ‘[ B ]ut as a qualified nurse, I have to support students when they are posted in the wards.… The support which I give to students is something that has been routinely practiced by other nurses … nothing has changed’. (PF 006) ‘[ A ]nd all through their placement they are guided, supervised and coached by experienced nurses’. (PH-008)

Among the key factors that contributed to the current form of support are those related to the lack of specific policy directives in the wards:

‘But I must say there has never been a clear policy in the wards how to support students who are on placements’. (PD-004)

The approach to support is also informal and there seems to be a disjuncture with what is taught in the nursing school. This is exasperated by the lack of formal training of the nurses in (nursing) education and unclear role expectations. Some nurses felt that their role as mentors were un- or under-recognised:

‘I think this cannot be compared to what is taught at school … as it is very informal. I must also say that as a qualified nurse I am not trained in teaching’. (PH-008) ‘Once again the role of the mentor in the local context is not clear as it is not a post in the local context’. (PC-003) ‘[ A ]s a nurse, I wish I could bring my contribution about what a mentor does, but unfortunately, I will never be recognised as a mentor’. (PA-001)

There are typical constraints as in a resource-poor setting, such as staff shortages, a lack of equipment, overcrowded wards and poor collaboration amongst staff:

‘… many constraints like frequent staff shortage, lack of equipment … overcrowded wards and poor collaboration among staff’. (PB-002)

Not only was there a lack of physical resources, but the nurses seemed to be depleted in terms of their personal resources to support students because of the primary focus being on patient care:

‘I must say that it is difficult for me to give the maximum of myself to support student learning … firstly to provide care as a nurse to patients and secondly to guide and coach students’. (PD-004)

The situation was further exasperated by a lack of buy-in or attention from management:

‘I have noted that mentoring is given less importance because it appears that management does not care about how students’ placement is going’. (PE-005) ‘…I think the management also does not give due attention to mentoring in the ward’. (PG-007)

The lack of monitoring students by the CSN was also viewed as a major shortcoming:

‘[ W ]hat the students do during their placement is not monitored by the school of nursing’. (PB-002) ‘[ A ]nd neither there is monitoring from school regarding the theory–practice gap’. (PH-008)

Recommendations for clinical mentoring

Participants provided some suggestions on how the current clinical mentoring practice may be improved. They were resolute that clear protocols needed to be in place between the relevant stakeholders, namely the CSN, management and the regulatory body. This included the fulfilment of needs conducive to a learning environment. In addition to the protocols, a need for monitoring was suggested:

‘[ T ]here must be an agreed protocol between the school, the management and the regulatory body’. (PD-004) ‘To me there must be a clear protocol what a learning environment needs, and this must be monitored to keep its standards’. (PD-005)

Participants felt that collaboration among key stakeholders was important to sustain an effective clinical mentoring system:

‘I believe it will be important to have the collaboration of the training institution, the nursing trade unions and the regulatory body to decide on a mentoring system which is adaptable to our context’. (P-007)

The need to train mentors was raised by nearly all participants. They also mentioned some fundamental qualities such as communication skills, teaching and assessment and management or leadership skills:

‘In fact, those who are involved in mentoring should have special training in mentoring and hold a relevant qualification.… One of the fundamental qualities of the mentor is teaching with good communication skills’. (PA-001) ‘I think the central focus must be on teaching, assessing and understanding the content of curriculum … be clinically skilful … teaching skills will matter a lot’. (PD-004) ‘[ T ]hey should have leadership and managerial skills to solve students’ problems’. (PB-002)

The clinical setting was recognised as an essential element that shapes the professional growth of both students and staff:

‘It is the clinical setting which provides opportunities for both students and staff to learn and grow professionally’. (PD-004)

Clinical settings that are poorly equipped are likely to impact on both patients’ care and students’ learning. One participant notably concluded that:

‘[ M ]entors should be allocated enough time to support students … I also think that there must be sufficient equipment, adequate staffing and other learning resources’. (PF-006)

Concerns were raised by participants regarding a pertinent point common to both students and mentors, namely the mentor–student ratio:

‘[ I ]t is also important to decide on the number of students a mentor can take under his responsibility … that is the mentor–student ratio’. (PG-007) ‘[ I ]t must be clear how many students a ward can accommodate, and the student–mentor ratio must be decided so that proper attention can be given to all the students’. (PD-004)

The findings confirm that the lack of a universal description of what clinical mentoring is (Matin 2017 :1) results in clinical mentoring being perceived and practised differently across settings (Brand 2016 :2). Unclear expectations are exasperated by the lack of policy or protocol directives regarding mentoring in the local context, leading to uncoordinated efforts and support from stakeholders. Standards regarding the practice of clinical mentoring can only be maintained if it is regulated (Rajeswaran 2016 :1).

The absence of a clear protocol regarding the ratio of mentors to students indicates that the mentor must support students in the ward irrespective of the numbers. This poses a problem, particularly when one mentor must manage and give individual attention to the students. Although the NMC ( 2008 ) advocates a ratio of 1:1, it is now considering reviewing this model of mentoring with less focus on the ratio 1:1 (RCN 2015 ). The ratio is likely to be influenced by the ward capacity as well as the number of mentors and students posted in the clinical learning environment. In other words, it will be contextually dependant on available resources. In other European countries (such as Belgium, Cyprus, Finland, Ireland, Italy, the Netherlands, Spain, Sweden and the United Kingdom), mentors are exclusively posted in wards to support students, and the ratio is usually 1:5 (Papastavrou et al. 2016 :45).

As the mentoring activities were performed informally, it could be perceived as being unofficial. Oluchina and Amayi ( 2016 :179) found that most mentees preferred formal mentoring to informal mentoring, as formal mentoring motivated students to learn and promoted confidence, contrary to informal mentoring. However, the authors also pointed out that informal mentoring has its merits when the students show eagerness to learn and progress.

The training of students is not solely dependent on the mentors in clinical settings, but more importantly, supervision and coordination from the training institution are important for an effective training system. Suitable coordination between training institutions and practice settings is likely a key measure that gives direction to mentoring (RCN 2015 ). Mwale and Kalawa ( 2016 :1) suggest that the bridging of the theory–practice gap in clinical placements could equally be best addressed through collaboration between the mentor and the educators. Muthati, Thurling and Armstrong ( 2017 :1), for example, recommend that there should always be resource persons from the training institution to monitor and supervise the quality of the students’ clinical placement.

It is important to consider those factors that lead to frustration among mentors, which can negatively impact the quality of mentoring (Rylance et al. 2017 :408). This commonly includes a lack of resources, work pressure and poor collaboration. Moreover, career progression, structural changes of workload and the training needs of mentors are just as important in sustaining a successful mentoring system (Peiser et al. 2018 :2).

Trained mentors are pivotal to any mentoring system, as Douglas et al. ( 2016 :37) put it. The authors reported that mentors require support in terms of training and partnership with the training institution to better meet the needs of the students. The training of mentors has also been found to have a positive impact on students, nurses and the organisation if there is a rigorous selection among nurses and adequate training (Zhang et al. 2014 :136). Teaching and assessing in CLE have been identified as core skills among mentors (De Abreu & Interpeller 2015 :45), whereas mentorship programmes require a multitude of teaching strategies, frequent updates and long-term development (Chen & Lou 2014 :442).

Although the literature on mentoring does not mention leadership as a quality, it would seem instrumental for the profile of the mentor, owing to their broad responsibilities. The statements on leadership correspond with the findings of Papastavrou et al. ( 2016 :45), which also reported that the leadership style of key stakeholders is an influential factor in mentoring. This view is also upheld by the RCN ( 2015 ) in its report, which highlighted that strong leadership is required for mentorship to face current challenges at all levels. The implementation of a training programme for mentorship can however be challenging owing to certain factors, such as lack of organisational support, the absence of a learning culture and unavailability of trainers, as reported by Nowell et al. ( 2017 :1).

Strengths and limitations

The mentoring system in the local context of Mauritius has remained static for decades. This study provided an updated review of the phenomenon of clinical mentoring in a resource-limited setting. Although the study was conducted in five regional hospitals in Mauritius where the participants were providing clinical support to students, its findings cannot be generalised to other clinical settings. Data were not collected from nurses working in private and specialised hospitals. Despite these limitations, the findings of this study reflect, to a great extent, what other international studies have uncovered on mentoring.

Implications and recommendations

Given that 50% of the nursing curriculum is dedicated to practice training, there must be adequate coordination from all stakeholders for positive clinical mentoring outcomes. To give clear direction to clinical mentoring, there should be an agreement amongst concerned stakeholders in the form of a policy regarding the learning support of students. Such a policy should spell out the role, responsibilities and firm engagement for stakeholders’ full commitment to sustaining quality mentoring in clinical settings.

Mentoring will continue to be a major challenge in the local context with the advent of the new DGN programme, future reform in training and nursing education and challenges regarding limited resources. From a methodological perspective, it would be interesting to explore the perception of nurse educators on clinical mentoring in the local context using an appreciative inquiry approach. This approach could illuminate the positive aspects and core of ‘what works in organisations and people’ (Hung 2017 :1).

Clinical mentoring as a phenomenon was studied in five regional hospitals in Mauritius. Although mentoring is differently exercised across clinical settings, the basic principles should at least be observed despite there being no universal standards for clinical mentoring. What constitutes standards of practice for clinical mentoring needs to be debated and agreed by academics, regulatory bodies, practitioners and professional nurses’ associations. The ever-changing healthcare environment directly affects the suitability and adaptability of clinical placements in relation to clinical mentoring, and the CLE remains at the epicentre of clinical mentoring. It is therefore fundamental for all stakeholders with an interest in nursing to collaboratively strive to have a better understanding of and recognise that clinical mentoring is an important tool that will help in providing the next generation of competent nurses who are fit for practice in complex healthcare environments.

Acknowledgements

This article is based on the findings of the first author’s (DF) unpublished PhD thesis. The second author (JM) was the supervisor.

Competing interests

The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.

Authors’ contributions

D.F. collected and analysed the data. J.M co-coded the data. Both authors contributed to the conceptualisations and drafting of the manuscript.

Funding information

The research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Data availability statement

The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy of any affiliated agency of the authors.

How to cite this article: Foolchand, D. & Maritz, J.E., 2020, ‘Experience of nurses regarding the clinical mentoring of student nurses in resource-limited settings’, Health SA Gesondheid 25(0), a1434. https://doi.org/10.4102/hsag.v25i0.1434

Note: Special Collection: Centenary Edition.

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Mentorship in Nursing: The Case for Inspiring and Guiding the Next Generation of Nurses

By Kristina Ericksen on 05/08/2018

They care for us when we need it most, on the toughest of days and through the most challenging setbacks. They’re nurses—the eyes and ears of medicine, the connective tissue of the complex healthcare industry—and they’re the most honest and ethical profession among us.

But the ones who care for us when we need it most also need to be taken care of, both in their day-to-day well-being and over the span of a career. That’s where a nurse mentor comes in.

A mentor can play a powerful role in a nurse’s professional life, providing guidance, perspective and advice. And with so many career paths, opportunities for advancement and specializations to pursue, mentors can guide nurses to help them identify and achieve their career goals. But the benefits of mentorships in nursing don’t stop there.

We spoke with seasoned nursing experts to learn why mentorships can be so effective in the nursing field. Keep reading to see what they have to say and learn more about the bountiful benefits of nurse mentorships.

Why would a nurse need a mentor?

“Mentorship is more about supporting a person where they are and providing them the necessary tools to grow,” says registered nurse Kyana Brathwaite of KB CALS Caring Advocacy & Liaison Services . “The more we recognize each other’s struggles, strengths and needs the stronger we become and the better we can care for the individuals and families that are our responsibility to heal.”

She points out that nursing is a rewarding profession, but it is also physically and emotionally taxing. Nurses often push themselves to give their patients the best possible care, but may end up neglecting their own needs. These can grow from day to day issues to larger ones if ignored. In instances like these, a mentor can help. Mentors can also be great resources for new nurses.

“Mentoring is especially useful in nursing because it is a way to help new nurses enter the field while giving experienced nurses a chance to showcase and share their institutional knowledge,” says Benjamin Evans, DNP and president of the New Jersey State Nurses Association . “Mentoring offers newer nurses a safe space to learn as they grow in their practice of nursing. Many times, mentees are more comfortable asking questions of a mentor.”

In nursing school, students learn the terminology, procedures and practices of nursing. But the hubbub of a hospital and the realities of the workplace can present a learning curve for new nurses learning the ropes of nursing practice after graduation.

“Once the new nurse has a license, a mentor can help fill those gaps by helping them understand the culture of the workplace, working with new products, managing their workload and adapting to policies and procedures,” adds Evans.

New nurses, whether recently graduated or hired, can benefit from mentorships just as a seasoned nurse can. But there is no one-size-fits-all for mentorships in nursing. In fact, they can vary widely in how they are practiced.

What does a mentorship in nursing look like?

Mentorships can come in all shapes and sizes. Sometimes they are casual and sometimes they are formal. And they’re not just for new nurses.

“The nurse mentor relationship takes on many forms,” says Brathwaite. This can include a specialized nurse that helps a nurse transition from another area. It could be a seasoned nurse taking a new nurse under their wing. It could also be a nurse administrator teaching their team to implement new best practices. Whatever the case, the mentorship should be defined by its open nature, allowing the mentee to come to the mentor with questions and concerns.

“A mentorship should allow for one individual to seek out another with questions. These can be clinical questions, questions about the nursing unit, the hospital or overall best practices,” says Rae Ellen Douglas, managing partner of nursing practice at Kaye Bassman International . “A mentor also should help someone focus on the big picture and career goals—not just day to day operations. It should help guide them in the direction they want to go.”

Mentorships could be as casual as catching up now and then. They could be as formal as reporting progress through regular meetings. But the common thread should be the open, supportive relationship between the two participants.

The benefits of a mentorship in nursing

Mentorship in nursing can be beneficial to the mentee, the mentor and even the healthcare environment. For new nurses, this can be especially important.

“Mentorship makes a difference in how a new nurse views themselves. Having someone who you can trust and know that they have your back allows a new nurse to ask the questions necessary to build confidence, hone assessment skills and trust their instincts,” says Brathwaite. She adds that mentorships for new nurses also provide them with a safe space to ask questions, make mistakes and learn from them in a productive manner.

Mentorships in nursing should not be a one-way street—a healthy mentorship should help both the mentee and the mentor. The mentee absorbs the wisdom of the mentor, while the mentor receives the opportunity for teaching and leadership experience.

“All parties benefit from mentorships. Mentors are recognized for their skills, expertise and wisdom in health care while expanding their leadership abilities. Mentees benefit from shared wisdom, networking, new ideas about care and professional issues,” says Evans. “Both parties grow from the relationship. The mentor is challenged by questions and insights from the mentee and the mentee gains valuable knowledge and often alternate ways of thinking of things not gleaned in Nursing school.”

"Nurse mentorships are really are really in the best interest of the patient."

Mentorships can be especially beneficial for new nurses finding their way in the workplace and their professional life, providing guidance and encouraging them to ask the questions without feeling at risk of ridicule.

“New nurses can sometime be like a deer in the headlights. They can be afraid of making an error, saying the wrong thing and not fitting in,” says Douglas. “Nursing can have a stressful, demanding entrance into the workforce, maybe unlike any other profession. Nurse bullying happens. Mentorships should decrease likelihood of that happening, increase new nurses’ confidence, awareness and overall practice as a nurse.”

Beyond nurse mentors and mentees, greater benefits of the relationship can be found within patients and the greater healthcare system. The effects of good mentorships can provide better results for patients and better employees for healthcare facilities.

“Patients and facilities benefit from shared expertise, the passing of institutional knowledge and the development of shared ideas that can improve health care outcomes and patient care,” says Evans.

“Nurse mentorships are really in the best interest of the patient. They should increase patient safety, patient satisfaction, employee engagement and even efficiencies,” says Douglas. “If done well, nurse mentorships can improve the overall experience of both the patient and the nurse.”

How to find your own nurse mentor

Unfortunately, nursing mentorship programs are not as common as they could be. But that shouldn’t hold you back from finding a mentor. If your workplace does not offer a mentorship program, begin to look at the individuals around you. Chances are, you may already be working with someone who is mentor material.

“Find someone who you are inspired by and who can act as a guide for you. This person doesn’t need to have extraordinary tenure, but they need to have experience and awareness beyond yours. Find someone you feel comfortable with—someone who inspires you. Find someone who delivers exceptional care. Watch, listen and learn from them. Seek them out,” advises Douglas.

Don’t let a lack of a formal program at your workplace stop you. After all, a mentorship does not have to be official in order to be beneficial. These informal mentorships are how many nurses find guidance in the workplace.

“I know lots of nurses who have mentors—they just haven’t called them that.”

If you’re an established nurse, don’t forget to pay it forward. Simply reaching out and asking a new nurse if they’re doing ok or have any questions can help break the ice. Taking the initiative to help get new nurses up to speed is also an excellent way to showcase your leadership abilities—always a plus when the time comes for a yearly review or potential promotion.

Mentorships make better nurses

Mentorships in nursing give guidance and assurance to nurses, both new and seasoned. They provide a safe place for nurses to ask questions, learn from mistakes and develop in their career. The benefits are far reaching—from the mentee to the mentor, to the patients and healthcare facilities. All benefit from strong mentorships.

Seeking out a mentor is a sign in your ambition—there’s no denying that. You crave growth and development and want to be the best nurse you can become. And in order to do that in your career, you’ll need to demonstrate your leadership capacities.

Be sure to check out our article, “ 5 Innovative Ways to Display Leadership in Nursing , ” for more ideas on how to get started.

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Kristina Ericksen

Kristina is a Digital Writer at Collegis Education where she creates informative content on behalf of Rasmussen University. She is passionate about the power of education and enjoys connecting students to bright futures

Posted in General Nursing

Healthcare Mentorship

Introduction.

The study intends to showcase those efficient mentors, who develop the skills sets of healthcare professionals for supporting their career development process. Mentoring includes mutually as well as the voluntarily shared relationship to benefit both the mentor and the nursing professionals. As mentioned by Hodgson & Scanlan (2013), mentorship is of immense importance as it helps in maintaining the integral nursing practices that incorporate career development, caring, personal growth, nurturance and empowerment. One of the key characteristics of a mentor in the healthcare setting is to enhance the skills and knowledge of the healthcare professionals by sharing tacit knowledge supporting the healthcare professionals in making difficult decisions (Hodgson & Scanlan, 2013).

The mentor focuses on developing the skill-set of healthcare professionals by facilitating professional growth and clinical practices. A mentor must align with the current clinical practices and policies to guide the healthcare personnel. It is also one of the most significant tasks of a mentor that he/she provides guidance and explanation to the nursing department regarding the change in medications and therapies (Hodgson & Scanlan, 2013). Takvorian (2017) mentioned that leadership is continued through mentoring, as the formal training, internship and practices provide experience to the healthcare faculty and nurses for evidence-based practices so that they can take up decisions in critical situations as well as on the leadership roles. A nurse mentor can recognize the qualities of a leader in novice nurses and after the acknowledgement, can provide them with formal training and groom them for positioning themselves in the leadership role in the future (Takvorian, 2017).

1. Hodgson & Scanlan. (2013). A concept analysis of mentoring in nursing leadership. Open Journal of Nursing, 1-6.

2. Shaha, S. K., Nodellb, B., Montanoc, S. M., Behrensb, C & Zuntd, J. R. (2012). Clinical research and global health: Mentoring the next generation of health care students. Pennsylvania State University College of Medicine, 6(3), 1-11.

3. Takvorian, L. (2007). Cnnt case study: Importance of mentoring in nursing education. Retrieved from https://www.kidney.org/content/cnnt-case-study-importance-mentoring

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Home — Essay Samples — Education — Mentor — Reflection on Mentorship in a Nursing Setting

Reflection on Mentorship in a Nursing Setting

Categories: Mentor

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Published: Oct 2, 2020

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Mentorship: Nursing and Practice

The purpose of this assignment is to select a vital element of guiding learning and evaluation with a learner, while thoroughly examining my own approach. I will utilize professional standards and current theory and literature to demonstrate how I have progressed as a mentor and educator in practical terms.

The main area I will be focusing on for this assignment is standard 4 – creating an environment for learning, according to the Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: mentors. Throughout this assignment, I will use Gibb’s (1988) reflective cycle to guide me through the process. Additionally, I will refer to my learning plan which can be found in appendix 3.

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The significance of a mentor in a student’s clinical learning experience has been shown by Myell et al. (2008). According to the Department of Health (2001a: 6), a mentor is described as a qualified or experienced nurse who plays a crucial role in facilitating learning within the practice setting. Their responsibilities include guiding, supporting, and supervising a mentee through the learning and assessment process.

The Royal College of Nursing (2007) emphasizes the significance of the practice mentor in teaching, supervising, and assessing students to ensure their suitability for practice. The role of a practice mentor encompasses various responsibilities. However, the mentor’s accountability (NMC 2008) plays a crucial role in making decisions about whether the student is fit for practice.

The learning and assessment process I want to discuss occurred on a busy emergency assessment unit. It involved me and a second year student nurse named Jenny (a pseudonym used to ensure confidentiality) who was completing her critical care placement.

After discussion and examining the PR2 and using SMART, it was decided that Jenny should learn how to carry out an assessment document that aligns with practice proficiency 2.3. This proficiency involves undertaking and documenting a thorough, organized, and accurate nursing assessment of patients, clients, and communities’ physical, psychological, social, and spiritual needs.

According to Davison (2005), mentors must plan ahead to initiate the mentorship process, as effective preparation can make the experience smoother for everyone involved. Watson (1999) also emphasizes the significance of planning in the mentor’s role, stating that meaningful and productive teaching opportunities for students require thorough preparation. During this planning phase, it became apparent that the learning experience for Jenny was significantly influenced by the teaching environment.

According to Downie and Basford (2003), facilitating learning in a formal classroom setting differs from doing so in a workplace learning environment. To ensure a conducive learning environment, a SWOT analysis was conducted (see Appendix 2). This analysis considered the advantages and disadvantages of the practice setting, enabling an understanding of how experiences and the learning environment contribute to professional development (West et al, 2007, p33).

Within the emergency assessment unit, student nurses often view it as a beneficial learning environment. As highlighted in the SWOT analysis, this setting offers numerous learning opportunities due to the diverse conditions of patients and the presence of a multi-disciplinary team. During Jenny’s initial interview, we discussed her previous experiences, as well as areas of interest and potential learning prospects.

This provided me with a clear understanding of the skills Jenny already had and her goals for the placement. It allowed me to effectively plan and support her growth by providing relevant learning experiences.

To provide Jenny with a variety of learning opportunities, we sought opportunities for her to work with other team members. This allowed her to be involved in a wider range of patient conditions. Lloyd Jones et al (2001) suggest that when someone else fills in for a mentor, they may not put in the same effort or willingness to share knowledge and explore the full potential of the role with the student. I disagree with this statement as I believe it depends on the individual who is delivering the teaching.

Before entry onto the NMC Register, it is essential to acquire the necessary standards for offering patients safe and effective healthcare (NMC 2008). However, this requirement cannot be fulfilled without the provision of an evidence-based learning experience (Carr, 2008). Kolb’s (1984) experiential learning model is the foundation for how knowledge is internalized through experience and reflection, enabling students to gain a deeper understanding of the situation.

Quinn and Hughes (2007) suggest that students need initial experience in order to develop theories that contribute to practice. Working with newly qualified nurses who were enthusiastic and eager to share their knowledge was also beneficial for learning. Additionally, Jenny, being in the transition period as a student, could discuss any concerns she had with me.

According to Stuart (2007), it is necessary for the clinical environment to be conducive to learning. However, the SWOT analysis points out that poor student support is a potential problem. Pellatt (2006) states that in hectic work settings, time constraints can impede the mentoring role and hinder student learning. Ward managers have the responsibility to guide and support mentors (Wilkes, 2006, p45). However, due to government targets, they are often inaccessible, while senior nurses are frequently occupied with junior staff on eau.

Potentially, this could lead students to evaluate their mentor as a ‘disabling’ mentor who creates an unsupportive relationship, inhibiting a student’s drive and eagerness to learn (Pellatt, 2006, p338). At this juncture, it is reasonable to mention Maslow’s (1970, cited in Quinn & Hughes, 2007, p40) hierarchy of needs, which suggests that a lack of social interaction and support hinders one’s basic needs while inadequate guidance and involvement leaves students without a sense of belonging and unsatisfied safety.

The issue of a poor student-to-mentor ratio was identified. This was attributed to the high turnover of staff and the presence of a large number of newly qualified staff in the unit. As mentioned before, this placed significant pressure on mentors, forcing assigned students to take on the responsibilities of a healthcare assistant.

Both Jenny and I were aware of the possibility of this situation occurring, so we agreed that she could occasionally team up with a more experienced student. As stated in Placements in Focus (ENB 7 & DOH, 2001a, p20), the “buddy” system can be used to enhance experiential learning in the practice setting. This involves senior students providing support and instruction to junior students in fundamental nursing skills.

Understanding Jenny’s preferred learning style is crucial for effective learning to occur. As a mentor, being aware of this will enable me to facilitate learning in the way that best suits the student. According to Nicklin and Kenworthy (2000), students’ preferred learning styles are often assumed rather than established, an aspect that I had not previously considered but now recognize as vital in the mentorship process.

Honey and Mumford (2006) explain four distinct learning styles and advocate for incorporating the student’s personal style when selecting teaching methods. They categorize learners as activists, pragmatists, theorists, or reflectors. Additionally, they acknowledge that while individuals may exhibit a combination of styles, they typically have a preference for one. I strongly agree with this assertion, a viewpoint supported by Walsh (2010), who posits that learners adapt their learning approach based on the specific task at hand.

After discussions and observations, it was discovered that she had a preference for a reflective approach to learning, which involved stepping back and observing. As a result, I incorporated this learning style into my planned teaching session. Teaching this particular type of learner proved to be relatively easy since I ensured that tasks she wasn’t skilled at were not assigned to her. Nonetheless, it is crucial to acknowledge that not all students possess the same reflecting tendencies; therefore, my teaching methods should be customized for each student.

According to Walsh (2010), having a competent and trustworthy mentor who uses evidence-based practices is highly important in the learning process. Registered nurses are considered influential role models for students (Schober and Ash 2006) and play a significant role in their learning. Welsh and Swann (2002) argue that students unconsciously observe established group members to understand the team’s norms, values, attitudes, and beliefs.

According to Stuart (2007), it is important to model high standards of care for students as they will imitate the behavior of qualified nurses. This aspect of learning, known as the behaviorist theory, is exemplified by Pavlov (1927). In this theory, the student observes and responds to a specified stimulus provided by the mentor to promote a positive learning experience (Hinchliff 2009, p8).

Bandura’s (1977) social learning theory states that behavior is learned through observation. Individuals observe influential models and mimic their behaviors. This theory holds significance in education. During my time with Jenny, I always kept this theory in mind. It occasionally made me uncomfortable as I was aware of being observed and potentially judged based on my actions and the level of care I displayed.

As a mentor, this situation has had several positive effects on me. Firstly, it has motivated me to assess and improve my current methods. Secondly, it has encouraged me to align my practices with evidence-based approaches. Lastly, it has prompted me to regularly compare my own standards with the NMC (2008) standards for supporting learning and assessment in practice.

According to Stuart (2007), the use of questioning and discussion can enhance reliability and promote active learning in students. Similarly, Hinchliff (2009) asserts that engaging students in discussions and questioning fosters critical thinking and perception, aligning with the cognitive theory. Stuart (2007) also mentions that through discussion, we can evaluate the progress of the skills needed for becoming a competent practitioner.

Discussion was a significant aspect of the assessment process and was deemed suitable for the competency Jenny aimed to achieve. We both felt comfortable with this approach. De Young (2003) argues that good discussions necessitate careful planning, but I disagree. While some discussions were planned, many occurred spontaneously as situations arose. These impromptu discussions were highly beneficial for learning and served as opportunities for providing feedback.

The practice assessment document (PAD) or portfolio is an alternative form of assessment. It allows assessors to gauge students’ learning, encourages reflective thinking, demonstrates critical analytical skills and self-learning, and offers a compilation of detailed evidence of a person’s competence (Norman 2008). According to Quinn (2000a), having knowledge of the student’s programme and the expected outcomes is crucial for promoting effective learning.

Initially, I felt overwhelmed by the PAD (Professional Advancement Document), but as I got more acquainted with it, I realized its incredible usefulness. The PAD not only provided guidance on Jenny’s expected level of performance, but also motivated me to explore important areas of care that I believed were essential for her growth. Furthermore, it prompted me to reflect on my own practices and identify areas where I, as both a nurse and a mentor, needed to improve.

Professional competence is determined through professional learning and practice aligned with the competencies established by the NMC. By consulting the portfolio, students can compile crucial evidence to support both personal and professional growth through critical analysis (Norman, 2008, p5-7).

It was important for me to evaluate my own knowledge, skills, achievements, and progress in order to enhance student learning and assessment (Standard 1.1, NMC, 2008). Aston and Hallam (2011) state that self-evaluation is crucial for developing self-awareness and is a vital skill for mentoring. As part of my preparation, I followed the Nursing and Midwifery Council (2008) Standards to Support Learning and Assessment in Practice self-assessment document (appendix 3).

By utilizing the self-assessment against professional standards, I was able to evaluate my existing skills and knowledge as well as identify areas that needed further improvement (in black). This tool proved to be highly valuable, prompting me to redo the assessment upon module completion (in red). Through this process, I could track my progress and establish a plan for continued growth. It was astonishing to witness the significant strides I had made in such a brief timeframe.

Although I am new to evaluating the NMC standard 3.d, I acknowledge that it is an area that needs considerable focus. Nevertheless, I am optimistic that through experience and assistance, I will enhance my abilities and become more confident in this aspect. As Race and Skees (2010) suggest, assessment is a skill that requires dedication and practice, similar to any other objective we aim to accomplish.

For me to assess competence, I must first understand the purpose of competence in relation to NMC standards and university-based proficiency. Because nursing is a competency-based profession, the role of the mentor as an assessor is challenging because they must assess students while also providing nursing care, support, and advice to patients (Rutkowski, 2007, pg36-37). To promote self-directed learning, attributes like knowledge, skills, and attitudes need to be addressed. Consulting a guidance tutor or placement facilitator regarding complex proficiencies could also aid assessment and recognition of competence.

By engaging in this module, I have gained a solid understanding and profound consciousness of mentoring. I have been motivated to evaluate my own methods, guaranteeing that they are always supported by evidence. This allows me to effectively aid students in implementing evidence-based approaches in their own practice.

As I become more experienced as a mentor in my clinical area, I realize that junior mentors may come to me for help with the same process I am going through. I am ready and willing to take on this responsibility. I have informed my unit manager about the need for a student welcome pack. According to Papp et al (2003), welcoming students is essential for creating a positive clinical learning experience.

The module has helped me gain valuable understanding of various learning theories and styles. This understanding has equipped me better for planning learning experiences for students. I now recognize the importance of gaining mutual trust in order to coach, share clinical expertise, and guide students’ personal and professional development. Thomson (2006) refers to this as a continuing one-to-one relationship with a professional friend.

However, I acknowledge that it is crucial for the professional relationship to not turn into a friendship, which could lead to biased judgments. Additionally, I recognize the significance of attending regular mentor updates offered by both the university and my current workplace. These updates will enhance my ability to effectively mentor students.

The book “Successful Mentoring in Nursing – Post-registration Nursing Education and Practice Series” written by Aston, E., and Hallam, P. in 2011 and published by Learning Matters Ltd in London.

Bandura, A. (1977) published a book titled “Social learning theory” in New Jersey, which was published by Prentice Hall.

Carr, J. (2008) Mentoring student nurses’ in practice. The Journal of Practice Nursing. 19 (9), pp. 465-467.

Davison, N. (2005) How to effectively support students in Nursing times, 101 (13), pages 42-43.

De Young, S. (2003). Teaching strategies for new nurse educators. New Jersey: Prentice Hall.

Downie, C. M., and Basford, P. (2003). Mentoring in Practice: a reader. London: Greenwich University Press.

Glen, S. and Parker, P.df (2003). Supporting learning in nursing practice: A guide for practitioners. Hampshire: Palgrave.

Hand, H. (2006) Assessment of learning in clinical practice. Nursing Standard. 21 (4): pp 48-56,

Hepworth, S. (2009)

Hinchcliff, S. (2009) The practitioner as a teacher. 4th edition. Edinburgh: Churchill Livingstone.

According to Honey and Mumford (2006), the 80-item version of The Learning Styles Questionnaire was published by Peter Honey Publications Limited in Maidenhead Barks.

In his book titled “Experimental Learning: Experience as a Source of Learning and Development” published in 1984, Kolb discusses the role of experience in the process of learning and personal growth (Kolb, D.A., 1984). The book was published by Prentice Hall in New Jersey.

Lloyd-Jones, M., Walters, S., and Akehurst, R. (2001) The implications of contact with the mentor for pre-registration nursing and midwifery students, Issues and Innovations in Nursing and Education, 35(2): 151-160,

According to Maslow (1970) in his book “Motivation and Personality,” he states that motivation and personality are interconnected. This citation is referenced in Quinn and Hughes’ (2007) book “Quinn’s Principles and Practice of Nurse Education,” which is the 5th edition published by Nelson Thornes in Cheltenham.

Myell, M., Levitt – Jones, T., Lathlean, J. published a study titled ‘Mentorship in contemporary practice: the experiences of nursing students and practice mentors’ in the Journal of Clinical Nursing in 2008. The study explores the experiences of nursing students and practice mentors and is found in volume 17 issue 14, with pages 1834-1842.

According to Nicklin, P.J. and Kenworthy, N. (2000), an experimental approach is used in their book “Teaching and assessment in nursing practice”, published in London by Bailliere Tindall.

According to Norman K. (2008), the use of portfolios in the nursing profession is essential for both assessment and personal development. The book “Portfolios in the nursing profession. Use in assessment and personal development” published in London by Quays Books explores this topic.

Nursing and Midwifery Council (2008a) has published Standards to support learning and assessment in practice in London.

The code, titled “Standards of conduct, performance and ethics for nurses and midwives”, was published by the Nursing and Midwifery Council (2008b) in London.

The article titled “The role of mentors in supporting pre-registered nursing students” by Pellat, C. G. (2006) was published in the British Journal of Nursing. The page range is pp336-340.

Price, B. (2007) presents strategies for mentors in practice-based assessment in the article titled “Practice-based assessment: Strategies for mentors” in Nursing Standard, volume 21, issue 36, pages 49-56. ·

Quinn, F. M., and Hughes, J. (2007) Quinn’s principles and practice of nurse education. 5th edn. Cheltenham: Nelson Thornes.

Quinn, F. (2000a) Principles and Practice of Nurse Education. 4th edition. Cheltenham: Stanley Thornes.

According to Reece, I. and Walker, S. in their book titled “Teaching, Training and Learning: a practical guide” (2003), they discuss the practical aspects of teaching, training, and learning. This book is published by Business Education Publishers and is now in its 5th edition.

Rutowski, K. (2007) “Failure to fail: Assessing students’ competence during practical assessment,” Nursing Standards, 21 (32), pp.35-41.

Schober, J.E. and Ash, C. (2006) The student nurses’ guide to professional practice and development. London: Hodder Arnold.

Stuart, C.C. (2007) Assessment, Supervision and Support in Clinical Practice: A Guide for Nurses, Midwives, and Other Health Professionals. Philadelphia: Churchill Livingstone.

Walsh, D. (2010). The nurse mentor handbook: Supporting students in clinical practice. Berkshire: Open University Press.

Watson, N. (1999) conducted a study titled “Mentoring today – the students views.” The study investigated the experiences and perceptions of pre-registration nursing students regarding mentoring in a single theory/practice module of the common foundation program on a project 2000 course. The research is published in the Journal of Advanced Nursing, volume 29 (1), pages 254-262.

Welsh, I. and Swann, C. (2002). Partners in Learning: A guide to support and assessment in nurse education. Oxon: Radcliffe Medical Press.

West, S., Clark, T., and Jasper, M. (2007) Enabling learning in nursing and midwifery: A guide for mentors. Chichester: Wiley.

Wilkes, Z. (2006) The student-mentor relationship: a literature review. Nursing Standard, 20(37), 42–7.

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12 Nurses Share Their Favorite Mentoring Advice

By Julie Miller, BSN, RN, CCRN-K Nov 01, 2019

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I don’t need to tell you that for nurses new to the ICU or PCU, mentors can make all the difference. They become a sounding board for mentees’ questions, challenges and frustrations, and provide the opportunity to share years of hands-on knowledge that new nurses don’t usually get enough of in the classroom.

With that in mind, AACN asked experienced members of our nursing community for their favorite mentorship advice:

What do you tell your mentees?
How do you create great mentors that can help new nurses thrive?
What kind of mentorship programs do your units have in place?

When I read the responses, I was amazed at the amount of great advice and pleasantly surprised how many aligned with the AACN Synergy Model for Patient Care , our framework that aligns patient needs with nurse competencies.

The following is what progressive and critical care nurses had to say about mentorship, and how the Synergy Model can help us become even better nurse mentors and mentees.

Words of Advice for Mentors and New Nurse Mentees

1 Promote clinical reasoning, which includes clinical decision-making, critical thinking and a global grasp of the situation. Pair that with nursing skills acquired through a process of integrating formal and informal experiential knowledge and evidence-based guidelines.

Mentees: we all had to learn, so always be willing to ask questions. For mentors, always be willing to share what you’ve learned. Too many times, seasoned nurses guard their knowledge as power, but sharing empowers all of us with the ability to provide the best care possible to patients. It is really true that you never stop learning; new nurses can teach older ones too! —Joan B.

So true, the great thing about this type of thinking is it creates an environment where the novice nurse is welcomed for the knowledge, skill and attitude they bring to the unit. They often start their career with passion and excitement, which can be nurtured. They also may have learned some innovative evidence-based material in school that maybe hasn’t yet made it into clinical practice.

I tell mentees to give him/herself a year to feel mostly acclimated to the routine of the unit. —Nancy F.

I love this! We all know how long it takes to not feel overwhelmed and anxious on every shift. I like to tell my novice nurses to give themselves a year to acclimate as well. The most important thing for units and nurse managers is to provide new nurses the support they need during that year. Offer to be a sounding board, ensure the nurse is developing skills for resilience, teach them how to have compassion and empathy for their patients, but also how to have compassion and empathy for themselves and confidence in their abilities .

New nurses need support to counter feeling like they aren’t doing enough or are overwhelmed, which can lead to high turnover. Remind them to do their best every day; even if they don’t get everything done, it’s ok.

2 Encourage nursing activities that create a compassionate, supportive and therapeutic environment for patients and staff, to promote comfort and healing, and prevent unnecessary suffering. Be vigilant, engaging and responsive to caregivers, including family and healthcare personnel.

For mentors: Treat the nurse you are mentoring as a valued colleague, and they will be one for many years. —Karen M.

In the end, it doesn’t matter how busy your day was or how many drips they’re on, the family will base their assessment of your care on how the patient looks. Treat each patient like family. —Leah L.

3 Develop the sensitivity to recognize, appreciate and incorporate differences into the provision of care. Differences may include, but are not limited to, cultural differences, spiritual beliefs, gender, race, ethnicity, lifestyle, socioeconomic status, age and values.

Words of advice to the mentor: If you do something one way and someone else does it differently, give mentees the freedom to find their own way and help them develop their process. —Emily B.

Good advice. New nurses should definitely be able to develop their own process … within reason. Of course, they need to make sure their way follows policies and procedures and is evidence-based. They need to be prepared to see a variety of ways to appropriately care for patients. And you’ll want to prepare them to question practices that they do not understand or that make them uncomfortable. These questions often come up during coaching and classroom discussions. They are great opportunities to support orientees and share difficult experiences that happen to new nurses.

Mentor to mentee: ‘This is how I do it. You may be with different mentors/preceptors, and each of us may do something a little differently. You will figure out what method works best for you.' —Lisa D.

It’s also important to find out from the mentee what works best for them at this stage and offer examples, role modeling and ideas for how to do things differently. This is one of the reasons we belong to our professional organizations, attend conferences and network. We constantly need to learn, test and develop our skills.

4 Work with others (e.g., patients, families, healthcare providers) in a way that promotes and encourages each person's contributions toward achieving optimal, realistic patient and family goals. Involve intra- and interdisciplinary work with colleagues and community.

For mentees: You get out of nursing exactly what you put into it. If you just clock in, work and clock out, you’ll get a paycheck. If you plug in — to your patients, families and co-workers — you will find a human experience only a few understand, and will be forever changed. —Jenny N.

Collaborating with others is where the work gets done. When we see something that needs improvement or change, we can’t get it done by ourselves. By modeling true collaboration , a healthy work environment standard, our mentees learn to develop both professionally and personally.

My career definitely wouldn’t be where it is today without collaborating with others. Colleagues, interdisciplinary team members and AACN and its chapters have all shaped me and led me on this awesome career path. Model this for your mentees to help them develop!

5 Develop the ability to facilitate learning for patients/families, nursing staff, other members of the healthcare team and the community. Include both formal and informal facilitation of learning.

Mentees, don’t ever be afraid or ashamed to say you don’t know how. We all had to learn and it’s never a bad thing to ask for help. It takes years to know when to run, when to walk and when to just observe. Once you have the years behind you, stay humble. —Florrie M.

I totally agree and would add it is so important for mentors to also say when they don’t know. Admitting when we don’t know and modeling how to find the answer teaches the novice nurse how to be curious and sets them up for success. We all know nursing is in a constant state of change with new evidence. It’s our job to show new nurses they don’t have to be experts at everything and give to them necessary tools as they become independent.

For clinical nurse educators orienting ICU staff, follow up with the nurse every two weeks to check in to make sure they are doing well. I usually round on them the first week after orientation. I ask them about their patients, request a summary and usually ask follow-up questions to make sure they understand the plan of care. At my former hospital, when a nurse came off ICU orientation, they would be paired with a more experienced nurse for their first year. They were paid to meet outside of work for four hours each month. It’s became a catalyst for both interpersonal and professional relationships; the novice nurse had someone to talk to directly when they had questions or concerns in their nursing practice, or if they didn’t yet have friends on the unit. —Tao Z.

6 Build a body of knowledge and tools that allow the nurse to manage environmental and system resources for the patient, family and staff, within or across healthcare and non- healthcare systems.

Mentees: Do it right now. Not 10 minutes from now, not down the hall and not tomorrow. Take care of the situation that is happening now as best you can with the information you have. —Chris S.

The one thing I’d add to Chris’s great advice is to encourage novice nurses to not only assess the information they have on hand, but also encourage them to ask for help if they don’t have enough information. In fact, Becky says it perfectly below.

7 Develop clinical inquiry. Inform your practice by using evidence, questioning and evaluating your practice routinely.

For the mentees and mentors: Be able to say, ‘I don’t know.’ There will always be a way to find out. —Becky P.

Saying “I don’t know, but I’ll find out” is a fundamental skill in progressive and critical care nursing, because evidence and technology are always changing. The patients we see in progressive and critical care are tremendously ill. The nurses are very smart, and even those just a few months ahead seem very sure of themselves from the orientee’s perspective. Share this message with your mentee early and often.

8 Use advocacy and moral agency to identify and resolve ethical and clinical questions.

To the mentor: You are the model that represents the nursing profession. Hope for the best. Be prepared to address the worst. —Janice M.

New nurses come into the profession very excited to become the professional they have trained to be. We know that road and can use our experience to support the new nurse through their first patient death, a nurse bullying situation, a moral dilemma and moral distress.

This is the finest line to walk to determine whether to intervene or to support your mentee in addressing the problem themselves. Use your experience and the tools available in your organization. And, if you need to, return to your own mentor for support and advice. We are always learning and growing ourselves.

What is your advice for mentors and mentees?

Each of us knows a tidbit that has stuck with us since our early days of nursing or something that we like to tell new nurses in the unit. Please share your advice in the comments.

I absolutely love this! Its so easy to read and follow. So motivational and humbling. I am currently collaborating with a group of amazing nurses to b ... uild a mentoring and orientation program and this article definitely has offered me some insight. And so much needed pick me up if I am honest. Read More

This is great!!

Terrific quick, insightful read --- it was a great reminder of what we already know intuitively --- to be kind, supportive and encouraging --- but som ... etimes gets buried under the avalanche of daily duties and stresses. Read More

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Mentorship Nursing Essay Example

Pages: 13 (3313 words)
Published: June 20, 2018
Type: Essay

The following assignment will be written in first person as it is reflective in nature. Bulman and Schutz (2004) agree that to learn from an experience practitioners should go beyond description and reflect on that experience. The aim of this piece is to reflect on my role as a mentor and demonstrate my awareness of the responsibilities involved, whilst paying particular attention to the required learning outcomes 2-5 of the module. In keeping with the NMC (Nursing and Midwifery Council, 2008) Code of Conduct anonymity will be adhered to and therefore no names of people or places will be mention.

The assignment will allow me to reflect on my own experiences in my new role as a mentor and will follow the journey of a student nurse and her experience. I will look at any possible improvements that could be made within the clin

ical setting, to better mentorship. It will also show if I have continued my professional development and understood the importance of mentorship and the responsibility involved. Mentoring has been established for a number of years in a variety of fields.

Within nursing the term ‘mentor’ denotes “A nurse, midwife or specialist practitioner whom facilitates learning and supervises and assesses students in a practice setting. ” (Nursing and Midwifery Council, 2008) The assignment will explore my role as the mentor in the field of nursing, with reflection to my personal experiences as a mentor in my current role as a staff nurse on a very busy medical ward. To meet my learning outcomes I will critically analyse how I was able to identify the students needs and how to utilise the available resources.

It is require

that I evaluate my role and responsibility as a mentor and show evidence of the strategies and assessments used to ensure safe practices are used. The mentor-mentee relationship will be discussed and the application of teaching and learning processes will be examined. I will also be looking at my responsibilities as the mentor in relation to self, others and the professional agenda and will analyse current assessments procedures in place for student nurses.

Morton-Copper and Palmer (2000) agree and state that the role of the mentor is helping student nurses’ develop the necessary skills to become competent and knowledgeable within their field of practice The English National (ENB) Board and Department of Health (DOH) (2001) also concur with this statement and published a framework so the different plethora of titles the mentor is known by is now less confusing as previously. Our initial introduction was when the learner presented on the ward to introduce herself and collect her off duty.

Within the placement area we have adapted a team mentorship approach, this enables the student to have a named mentor and an associate mentor. The ward sister introduced me as her mentor and an explanation was given with regard to me carrying out the mentorship module and also requiring assessment, and she expressed that she was happy with this. Reflecting back on my experience as a student nurse I always found meeting my mentor as being very daunting as I would question myself, what will be expected of me? Wallace (2003) discusses the importance of ensuring the students induction is such that an effective relationship is established.

Therefore I endeavour to make my learners feel welcomed to the

environment and the team. Neary (2000) collaborates this and states that it is of vital importance that the learner feels comfortable and a rapport is established from the onset. Our first shift together was commenced with an introduction to the staff, ward environment and a handover of patients. We had our initial meeting on the first day this provided an opportunity to complete the initial assessment, establish her learning outcomes and devise a learning agreement.

Price (2005) states that the education involves a contract with responsibility to both learner and mentor. The action plans and learning contracts are acknowledged as useful tools for evaluating the effectiveness of those involved. The action plan and contract keep both the mentor and learner focused on an objective and help discover learning requirements (Knowles 1990). Having had discussions, my learner was very shy and lacked confidence as she had never worked in a ward environment before.

We were therefore both in agreement that confidence/communication be a learning objective. I began to look at how I could provide the best possible learning environment for my student and in doing so I researched different learning theories. Researching these theories gave me the opportunity to encapsulate what mentorship would involve so I would be able to facilitate my students learning. Welsh and Swann (2002) suggest the experimental cycle enables students to be given the opportunity to build on existing knowledge.

I assessed and observed my student on her competencies and encouraged her to develop her skills and knowledge further by using evidence based practice. Gopee (2007) states that this approach is very useful for both students and mentors. However Welsh and Swann (2002) outline that

mentors should be aware of the halo-horn effect and maintain objectivity. I will therefore to continually assess my teaching abilities to facilitate my students learning requirements. According to Welsh and Swann (2002) assessment helps determine extent of learning and the level of clinical competence of the learner.

Whilst I continue to observe assess my learner a good rapport was established and I observed a variation in my teaching methods and her learning processes. Day et al (1998) stipulates that the teacher must research various learning methods to adapt them to give the learner the best experiences. As the mentor I established that adults learn differently in different situations. Downie (1998) states that various teaching methods must be used to integrate the developing mind. I began to take on a more humanistic approach to my teaching.

According to Welsh and Swann (2002) this approach sees mentors as facilitators of learning, encouraging students to determine learning within the confines of the curriculum and seek out learning opportunities, this is also corroborated by Jarvis and Gibson (1997). The humanistic approach helped my learner to unlock her own potential for natural growth, according to Maslow (1962) and Rogers and Lawton (1995) it is based on self actualisation and the potential to grow. As confidence was a learning objective for my student this was perhaps better suited for her.

Maslow’s (1962) Hierarchy of Basic Human Needs is based on ensuring that lower needs are met before moving upwards in a step- by- step progression from basic needs to self actualization. I was finding this to be true, and a little frustrating as my learner had a good knowledge base; I just needed her

to realize this. The research also highlighted that adults learn differently than children as adults are motivated to learn and they are able to bring wealth of knowledge and expertise with them, not just from educational development but also from personal experience.

According to Knowles (1990) this is the andragogy approach as it is student centred as they are self directed and want to learn. Children however are taught pedagogically were the teacher takes the lead (Petty 2004). However McAllister et al (1997) argues that clinical education in nursing the legal ethical consideration should be adhered to as students cannot have complete control over what they should learn. Therefore students need support and uidance from a mentor to help increase self direction in learning, this can be balanced by recognition of professional and public need for specific competencies and the aid of reflection (Knowles 1990). Coffield et al (2004) evaluated the main learning theories, the report emphasises the need to take into account the learner, the environment and motivation, this report criticized most of the main instruments used to identify an individual's learning style, however it was not evidence based.

As I monitored my student I became aware of my own professional responsibilities’ and understood the implications of passing a student would have. On reflection I felt a great desire to ensure my learner achieved her outcomes I felt scared of getting it wrong however after reading the Duffy (2004) report I began to realise there were processes to go through to ensure I had a professional responsibility and accountability to ensure that I help protect the patient, public and colleagues’ against students whom could not achieve

a high level of competence. Duffy 2004). In the report Duffy (2004) also states we are failing students due to work constraints and lack of knowledge on how to deal with teaching and the work load, again highlighting the importance of assessment. Nursing students regard attitudes and behaviours as important factors in promoting learning (Cahill 1996, Papp et al 2003). At the forefront of my mind I was concerned about how to balance myself, being friendly and approachable, but also keeping an aspect of authority.

Price (2004) states when a time arises for the mentor to challenge, correct or judge students capabilities, honesty should not be reserved until a procedure or skill is failed. I was very aware my students learning need was confidence and I had to think carefully of how to handle this if it was to arise. This highlighted to myself the importance of assessment and that it is used to show both achievement and failures According to the Quality Assurance Agency for Higher Education (QAA) 2000 assessment is a term used for processes that measure the outcome of a students learning in terms of knowledge acquired.

The overall aim of assessment is to provide information to determine whether appropriate skills, attitudes and knowledge have been achieved (Somers-Smith and Race 1997), this was my aim as a mentor. Quinn (2000) also agrees that assessment outlines whether or not competence have been acquired. As a mentor I am responsible for formative and summative assessment of the students’ learning in practice. Somers-Smith and Race (1997) states that the assessment of nursing practice helps guarantee the care and protection of patients’.

However according to Jinks and Morrison (1997)

and Quinn (2000) a student may provide safe patient care by being task competent but fail to have the underpinning knowledge for patient care or leadership. Therefore it is vital to assess, one of the most important assessments is formative its importance lies with its ability for feedback and identify problems at an early stage (Quinn 2000). I was finding it stressful to inform my student of any problems having established a good rapport and relationship as I didn’t want to knock back her confidence.

After researching this material and reflecting I became aware that continuous assessment, feedback and support was required from me as a mentor. Bias should be taken into account when assessing a learner, Stuart (2003) describes the halo effect well for example if a student coming into the environment and they have a good reputation from a previous area, then the mentor may have great expectations and rate them higher than their actual capabilities. This reinforces the need for standards to be adhered to and these are outlined in the practice placement documents and promotes equality (Hand 2006).

As well as myself giving my learner feedback so did other members of the multi disciplinary team (MDT), i found this to be a great support and it enabled my student to attain other peoples views, this is where i found the role of associate mentor valuable. By continuous feedback throughout the placement period the areas of development were identified, and it was a pleasure to watch her develop her confidence and grow as a professional. As the mentor i made sure i was fully aware of the university support network as they are also

there to support the mentor and the student to ensure the criteria of the curriculum is met.

I also utilised the RCN (Royal College of nursing) tool kit for mentorship (RCN 2002). Working together, learning together: a framework for lifelong learning for the NHS (2001) was developed by the Department of Health (DoH) as part of their aim to develop a learning organisation. The National Health Service (NHS) has seen many radical changes. One of the many changes is the way nurses are trained this is reflected in their education which is now theory and clinical lead. The clinical experience of nursing students is widely acknowledged as being one of the most important aspects of their educational reparation (Bayley et al 2004). The Higher Education Institutes (HEIs) have worked in partnerships of clinical settings to ensure there is a structured mechanism to support student learning in practice (Brooks 2006). Within the trust in which i work we now have Practice Education Leads (PELs) this is a team of people who provide a link with the educational setting and the placement areas. Day et al (1998) refers to a similar role, however calls this a ‘link lecturer’. The rational for the development of such teams is to address concerns expressed by both learners and mentors in the clinical area.

I found this reassuring and felt supported within my role. Morgan (2005) states that these roles are valuable to providing a positive learning environment. Price (2004) says that it is the responsibility of the practice staff to develop the environment and make it conducive to learning. (Orton 1981, Fretwell 1982, and Ogier 1982, 1986) discovered four key characteristics in

developing a good educational environment, these were, a humanistic approach, a good team spirit, a high standard of care and staff who are keen to learn.

Channel (2002) developed the WORLD model to support both clinical areas and the students. The acronym WORLD stands for Working clinically, Observing practice, Researching a topic, Learning pack and departmental visits. Channell (2002) believes ‘using this model could help ensure that all learners receive appropriate and timely support, while actively participating in their own learning and development. ’ The model assists students in ensuring they are able to implement evidence based care, as they are able to use the research days to back up the care they deliver in practice.

Evidence based practice is defined as; “An approach to decision making in which the clinician uses the best evidence available, in consultation with the patient, to decide upon the option which suits the patient best. ” (Muir Gray, 1997) The ward has started to implement this model and is finding it beneficial to students learning and helps ward staff balance the workload and teaching better. Price (2004) also encourages mentors to carry out a strengths, weaknesses, opportunities and threats (SWOT) analysis to evaluate the learning environment.

Prior to my student arriving on the ward i was able to conduct a SWOT analysis and it highlighted to myself the areas in need of development. Chapman (1990) suggests that clinical areas can often devalue the act of clinical learning, this highlights the needs for evaluation. In order to adapt the learning environment accordingly for future students, evaluation has to take place (Welsh and Swann 2002). Evaluation, whether it be of a students progress or

the learning environment, should be part of the learning process and should not be left until the end of a students placement (Nicklin and Kenworthy 2000).

Mentoring is more than just teaching, and assessment of all the contributing factors should be evaluated (Honey and Mumford, 1982). The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (QAA) to carry out reviews of all NHS-funded healthcare programmes (QAA, 2000) I have found evaluation is useful to look closely my performance as a mentor and the clinical environment it is advisable to seek feedback from students at the end of placement.

This can be done in the form of anonymous questionnaires or as verbal feedback from students and your colleagues. Many universities evaluate practice placements via questionnaires, this is then fed back to the placement areas (Brown and Smith 1997). On reflection I found that feedback from my colleagues’ and students made me aware of my weaknesses and helped change my own self awareness on my teaching styles and I am more open to different approaches.

I also found there was a gap in evaluation as the ward tended to relay on feedback from the university, which was not regular, therefore I devised an anonymous questionnaire to be utilised and I made sure that everyone was aware they could be used and found that members of the MDT completed the questionnaire on my teaching style and the ward environment. I felt I had achieved something and that was taken on board and my manager adapted the questionnaire for other

The evaluation highlighted that the ward also lacked an environment for the students’ to reflected and a room was allocated for students to access learning material and a place for them to reflect on the more intense moments that they became involved with this room was also a place where the mentor and student could use to have the initial and final assessment and further discussion. The room also provided a venue for teaching sessions and was utilised when staffing levels were adequate to not compromise patient care.

The clinical environment can be divided into two separate environments, ie the learning area and the nursing area (papp et al 2003) I still consider myself to be a novice to mentoring students and cautious when it came to validate my student’s documentation. The difficulties within the assessment procedure have been the subject of nursing research, with concerns highlighted regarding the reliability and validity of the methods used to appraise students.

Norman, Watson, Murrells, Calman and Redfern (2002) highlight that the very nature of mentorship leads to observer bias as a socialization process takes place between the mentor and mentee, which could ultimately influence the mentors’ assessment. This issue has been experienced in clinical practice, whereby feelings of guilt were experienced by the mentor when dealing with a failing student which, on reflection, could have affected the students’ grade at the end of the placement.

I took all the information at hand to ensure that I did not show any bias and involved my colleagues’ with my assessments of the student to ensure that I was correct in my judgements of the student’s abilities’ and competence. My personal professional development

has helped me achieve a level of competence to ensure I use research evidence in my abilities’ to mentor students’ and in accordance to NMC (2008) I have the responsibility to ensure I will validate my mentorship every year, it is also the organisations responsibility to ensure that updates are available.

To conclude the composition has explored the concept of mentorship and has provided links to the current practice of mentors in the ward area. Several areas for improvement have been highlighted and I have achieved some changes but will strive to implement the other changes required. I have provided a room for students’ updated the learning pack devised a questionnaire for evaluation of the learning environment however it will be a long journey to achieve the optimum learning environment and on reflection I still strive to learn more and I feel that this module has helped motivate me.

By this I was able to be a dedicated mentor by taking each day as it came and assured my student that learning by your mistakes is a good way of learning and explained that the government used this method (DOH 2003). I also found the RCN tool kit for mentorship (2002) essential in delivery of an excellent teaching/learning environment and have introduced all mentors within my ward to it. My student appeared to doubt her abilities due to lack of self confidence and it was a pleasure to observe her development throughout the lacement and go on to complete the required competencies. I look forward to developing as a mentor and on reflection will continue to research new ideas as they develop. I feel fully aware of

my own learning styles and I found that I am a reflector and this was equally balanced between a theorist, activist and pragmatist, I will continue to reflect and utilise the Honey and Mumford’s (1982) questionnaire to enable me to develop further.

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Mentorship in Nursing

Mentorship in Nursing - Essay Example

Subject: Nursing
Type: Essay
Level: Masters
Pages: 11 (2750 words)
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Role of the mentor when evaluting student learning, effective staff development programme for nurses: transforming nurses into competent practitioner, the role of mentors in nursing practice, clinical mentorship in nursing, educational theories: preparation of sign-off midwifery mentors, effective staff development programme for nurses, the nurse profession: mentoring and enabling learning in the practice setting, bridging the gap.

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Mentor Essay Examples

A reflection on peer mentorship experience.

The purpose of this reflection work is to discuss and reflect on the learnings gained through this Peer mentorship experience. “My mentor said, ‘Let’s go do it,’ not ‘You go do it.'”, This quote by Jim Rohn is an excellent example of a healthy mentor-mentee...

The Guiding Light of Mentorship

Mentorship is a beacon that illuminates the path to growth, offering guidance, support, and wisdom. This essay delves into the significance of mentorship in our lives, exploring how mentors contribute to personal development, fostering meaningful connections, and inspiring individuals to reach their full potential. Mentors...

The Impact of a Mentor in Life

A mentor plays a pivotal role in guiding, supporting, and inspiring individuals to achieve their goals and realize their potential. This essay explores the profound influence of mentors in our lives, discussing their role in personal and professional growth, the importance of mentorship in various...

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The role of a peer mentor carries immense significance in shaping the experiences and growth of individuals. This essay delves into the reasons why I aspire to become a peer mentor, highlighting the opportunities it offers for personal development, the chance to make a positive...

The Benefits of Having a Mentor: a Reflection

I would say, mentors, are a phenomenal method to pick up knowledge into where your career may lead. A solid connection with a mentor has helped me challenge myself, to improve and develop. From the start, finding a tutor appeared to be overwhelming and awkward,...

Having My Counselors as Mentors

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Mentorship and Competency Based Education

Student mentor is currently working as an endoscopy sister a role newly taken up from may 2018Working in a very busy endoscopy unit where different types of endoscopic procedures are carried out and we tend to have student nurses on a regular basis therefore I...

The Importance of Mentor in Nursing

Mentoring is a relationship between two people with the goal of professional and personal development. Nurses must find their mentoring relationship in professional practice. There are increased numbers of benefits for nurses who found the mentor in present professional practice and workplace. Highly educated nurses...

My Motivation to Be Accepted to the Mentorship Program

Even from a young age, I have never been shy of a challenge. It may be since I grew up as a middle child with two brothers, constantly partaking in competitions in my household. Challenging myself, I began to become interested in different career paths...

Definition and My Understanding of the Meaning of Mentorship

According to the Cambridge dictionary, mentoring is the act or process of helping or giving advice to a younger or less experienced person especially in a job or at school. It is also defined as an activity of supporting or advising someone with less experience...

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