Friday, May 17, 2019

Mentorship reflection Essay

This is my thoughtful account of my performance as a instruct in a clinical stand for displace, assessing the development milieu and the strategies r bug outined for training and assessing a newly qualified field of battle keep back. The purpose of this undertake is to reflect upon aspects of my paid utilisation and development that I drive encountered during my time as a student mentor. This reflective essay shall be written in the showtime person, In accordance with the NMC (2002) Code Of Professional Conduct, Confidentiality shall be hold and all names be control a bun in the oven been changed to protect identity. I have been doctrine students and newly qualified bailiwick practitioners as a registered ODP for more than than 10 years and as a SODP for one year. Working with various mentors in the past, has helped me to understand the different characteristics of being a mentor and develop my own style of facilitating acquire within a clinical oscilloscope. I have ensure of conveying knowledge to others in a way that is comprehensible and significant with my proceeding as a multi-skilled star sign practitioner.Whilst ODPs have a separate code of professional standards, this essentially provides a similar outline to super passel and mentorship (HPC 2008). The concept of mentoring is excessively cut off of the NHS Knowledge and Skills Framework whereby practitioners have to assist in the development of others through a cast of encyclopedism approaches and moldiness demonstrate these through portfolio development (DH 2004). In order to be an effective contri exception model the mentor must have mettlesome standards, must be able to demonstrate these high standards consistently, and must have sizable attitudes and beliefs regarding the role of their relevant profession in the wider context of healthc be (Murray & primary(prenominal) 2005)As this assignment is a reflection of my performance in mentoring and assessing a mentee in nursing/ field of force settings ,I have chose to use Gibbs Reflective Cycle as it is unfastened and precise, allowing for description, analysis and evaluation of the experience trip the reflective practitioner to make sense of experiences and examine their perpetrate. To reflect is non enough, you then have to plant into practice the breeding and new understanding you have gained therefore allowing the reflective process to inform your practice. pickings action is the key Gibbs prompts the practitioner to formulate an action plan. This enables the reflective practitioner to look at their practice and see what they would change in the future, how they would develop /improve their practice. Gibbs reflective cycle (1998).On the first daytime of meeting my mentee (Helen) without delay after her orientation of the department, we had a meeting to draw up her learning opportunities so that there was an alertness of what Helen hoped to gain from her new profession as a theatr e nurse. As part of her learning opportunities a t apieceing session and discernment was arranged. The teaching session included twain baronial and informal assessments . Both sessions were carried out in the theatre operating room , the formal assessment confused performing a working(a) hand scrub which is always done prior to any surgical procedure. Even though I am a competent practitioner, I still had a withstand level of stress and anxiety regarding fulfilling my role as a mentor.However, upon reflection I could draw on my previous experiences as a basic life support key trainer , previous teaching sessions I have delivered, and the support I have had from my sign off mentor (Teresa). My Mentor has helped me a great trade in throughout my cargoner, we have a great understanding of each other , and have built up a trusting and honest relationship over the years. For Helen this was her first experience of theatre post qualification, Helen had no theatre placements during h er nurse training, so theatre is a totally new setting for her. Before any learning lesson took place, it was crucial to build an effective working relationship with Helen ,by being auxiliary to her and offering assistance for any motivatings she might have,it was likewise great that Helen felt that she is part of the police squad and that she doesnt feel alone.Gopee (2008) categorically states that mentors should be aw are of their impact as role models on students learning of skills and professional attitudes. Arm knockout (2008) states, however, that role example is non just about observing practice, but also includes considered linkage between practical skills acquisition and the underpinning knowledge that relates to the skills, i.e. closing the theory-practice gap. I planned my teaching session to hold in Helen was aware of the current information and guidelines about effective surgical hand-washing.Prior to the assessment I discussed with Helen the alter techniques that colleagues use and how they whitethorn differ,however, I informed Helen I exit show her how to scrub correctly in the format used by the scrub nurse team in our department. My aim was to give her more confidence and enable her to gain the necessary knowledge andskills to lend out the procedure. I planned to use the Peyton 4 stage approach throughout the process. Peyton (1998), a general surgeon, describes an excellent and widely advocated model for teaching skills in simulated and other settings, known as the four-stage approach.See belowThis model may be expanded or reduced depending on the background skills of the learner. As with all teaching, the learner must be given constructive feedback and allowed time for practice of the skills. A surgical skill has both a cognitive and a psycho-motor component. In fact, in those with reasonable manual dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the steps of the operation i n the mind, and ensuring this combination has occurred to begin with attempting the skill. Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton. The learner can go from a unconscious incompetence (where they do not know the procedure), through conscious incompetence (where they realise what they do not know), to conscious competence (when they begin to understand and carry out the problem to the required standard).The final phase to unconscious competence is achieved through experience until the task set abouts a habit or routine (Immenroth, M, 2007). These stages allow the learner to quickly progress through the first cardinal of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any large practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee. Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is unable to carry out stage four, then the process should be repeated from stage two through stage three to stage four. A common mistake in teaching is to continue to oscillate between stage two to stage four, missing out on stage three which is one of the most important parts of the process, particularly when it comes to more complex procedures which will be discussed later (Grantcharov,TP, 2008).I planned to evaluate and build up Helens confidence by expressing to her that at any point of the teaching session, if she did not understand a protocol, or why things were done, or why that thing is important, I will be there to explain and guide her. The learner must be made feel that they are delicious and important this way will assist the learner to incorporate themselves into the clinical environment (Welsh and Swan 2006). The setting of our formal and practical learning session was essential as Helen was not familiar with working in a hospital theatre based environment. Present during the procedure were myself, Helen, and my sign off mentor (Teresa).The elect location was a unused theatre suite, it was chosen as it is a quiet world,and would minimise interruption. This setting also ensured that Helen had my full attention during the teaching session.Using Peytons 4 Stage approach allowed me to have a structured session in place with observation, discussion and direct questioning, so Helen is fully aware that she is being assessed at the time of questioning. I had taken into account in which manner Helen learns ,as it is important to identify her learning style ,so that it can be incorporated into the learning materi al to facilitate effective learning (McNair et al 2007). Recognizing her individual learning style helps me to arrange her learning preferences. According to Kolb (1984) there are four distinct styles of learning or preferences which are based on four stages, diverging, assimilating, converging and accommodating learning styles. Being approachable and friendly, I was able to maintain a trusting and comfortable relationship advantageous to learning. Helen felt that my character was strong with a professional relationship throughout the learning experience.According to Helen and Teresa feedback, I had delivered the teaching session well,it was well structured and with a relationship hich reduced her tension and anxiety and helped her power to learn. Personally I thought it went very(prenominal) well, having planned my session and using the 4 stage approach, it gave me and Helen a greater understanding of the process and also has given me more confidence for further experiences. Pers onal attributes of the mentor is sometimes the number one barrier when creating an effective learning experience. You need to be a good role model to be a good mentor.To be a successful mentor, it is important that you will find ways to improve the learning environment.It can be a difficult task when creating a suitable environment and can affect thelearning experience. Students can come from varying nursing backgrounds and have also had varying experience working in their chosen healthcare setting. Therefore, it is necessary to make an capture environment for each individual to take full advantage of the learning process (Lowenstein and Bradshaw 2004). The operating theatre can be a fantastic clinical learning environment. However, students sometimes feel that they are left(a) to their own devices for too long and can feel like a spare part, collect to not working with their mentors enough and perhaps more worryingly working in ways which were not relevant to their practice as a theatre nurse. Observations, perhaps highlight that it is not only students that need to reflect on their practice, but also mentors as learning is a lifelong process (Gopee 2008).Mentorship has been forever present in healthcare for many years. Gopee (2008) suggests that this concept has been evolving and developing since the early 1970s, but it was formally select by the nursing profession in the 1980s and subsequently by Operating Department Practitioners (ODPs) (CODP 2009). The philosophical system of supporting junior colleagues and students has had many different titles and names since its inception preceptor, assessor, supervisor and clinical facilitator to name but a few (Gopee 2008, Myall et al 2008, Ousey 2009). There have been many different definitions of mentors, and according to capital of Mississippi (2008) these definitions have added to the ambiguity of the role of the mentor in todays nursing press, perhaps the most clear definition is by the Nursing & Midwifer y Council (NMC 2008) who state that A mentor is a practitioner who has met the outcomes to become a qualified mentor and who facilitates learning and supervises and assesses students in the practice setting. Nevertheless, mentorship is now an integral part of nursing and other healthcare practitioners roles (Jackson 2008, Ali & Panther 2008).Indeed, Ali & Panther (2008) suggest that mentoring is an important role that every nurse and ODP has to accept at some point in their working life. Mentoring is also a part of the individual codes of professional conduct which state that Nurses must facilitate students and others to develop their competences and that nurses must be willing to share skills and experiences for the benefit of colleagues (NMC 2008). Duffy (2003) suggested that there needed to be a change of emphasis for assessing and mentoring students, She argued that there was evidence of mentorsfailing to fail students whose competencies were under question. This certainly defi es the CODP (2009) standards for mentorship preparation and also contradicts the two separate codes of professional conduct (HPC 2008). Duffy (2003) states that Although sometimes the reasons for failing students proves to be difficult, the consequences of not doing so are potentially disastrous.It is imperative that nurses and ODPs understand their accountability for their assessment decisions of a students competence. Practitioners are accountable to their professional bodies and are also accountable for the safety of future patients. The RCN (2007) states that mentors are accountable both for their professional judgements of student performance, and also for their personal standards of practice, the standards of care delivered by their students, and the standards of teaching and assessing of the student under their supervision. A mentoring relationship is therefore a very complex and demanding role and one for which nurses and ODPs should be adequately prepared (Duffy 2003). The recommendations from the Francis report (2013) and the NHS England Constitution (2013) both emphasise the importance of strong leadinghip at all levels and by all disciplines of staff. Good leaders should be role models for their peers and students, they should exhibit the values expressed in both the Francis report (2013) and NHS England Constitution (2013).These are compassion, fondness, respect and dignity, competence, commitment, putting patients first, ensuring we improve peoples lives and that everyone counts regardless of who they are. This is particularly important for mentors as you are guiding and shaping the practitioners of the future and we need to ensure your student takes on and displays these values. As professionals we must garment and support our students in all care environments and at all levels of organisations to really embed Compassion in rule. There should be a clear relationship between strong leadership, a caring and compassionate culture and high qual ity care. We all have parts to play in providing strong compassionate leadership within and across teams, and across organisational boundaries.The Francis Report 6Cs (Care,Compassion, Competence, Communication, Courage,Commitment) are values for leadership, this action area is concerned with the support and empowerment of professionals, to enable them to lead change locally and motivate their teams to improve theexperience and outcomes of the people using their services. The 6Cs belong to all health and care staff from nurses, midwives and doctors to executive boards and commissioning boards. For the vision of Compassion in Practice to become a reality, every person involved in the preservation and management of the healthcare system should commit to ensuring that staff work in supportive organisational cultures. (Compassion in Practice One year on Author NHS England/Nursing Directorate take Date 26 November 2013).In conclusion, it is clear that the role of the mentor is not an e asy one. The task revolves around two key characteristics, that is to say being a good role-model and being an active facilitator of learning. It is highly complex and carries a great deal of responsibility and accountability. Indeed, mentorship formulates the new generation of healthcare professionals and therefore poor mentorship can lead only to a lack of dedicated, knowledgeable and competent practitioners of the future. Successfully teaching and nurturing a student for myself has been be a very satisfying experience. Mentoring has also helped me to keep my practice up to date and has allowed me to network with other students and their mentors.Reference be givenAli PA, Panther W (2008) Professional development and the role of mentorship. Nursing Standard. 22, 42, 35-39. April 3 2008. Armstrong N 2008 Role modelling in the clinical workplace British journal. of Midwifery 16 (9) 596-603. College of Operating Department Practitioners 2009 Standards, recommendations and guidance f or mentors and practice placements London, CODP. Compassion in Practice One year on Author NHS England/Nursing Directorate Publication Date 26 November 2013. Department of health 2004 NHS Knowledge and Skills Framework London, HMSO Department of Health 2013 The NHS Constitution the NHS belongs to us all (for England) 26 March London, DH. Duffy K 2003 Failing students a qualitative study of factors that influence the decisions regarding assessment of students competence in practice London. Francis R QC,The Mid Staffordshire NHS Foundation Trust Public Enquiry last-place Report 2013.Onlinewww.midstaffspublicinquiry.com/report (Accessed April 2014). Gibbs, G. (1988). Learning by Doing a guide to teaching and learning methods. London win Education Unit. Gopee N, 2008 Mentoring andsupervision in healthcare London, Sage Publications. Grantcharov TP, & Reznick RK Teaching Procedural Skills British Medical Journal 2008 336. Health Professions Council 2008 Standards of conduct, performan ce and ethics London. Immenroth M, Burger T, et al Mental Training in Surgical Education Ann Surg 2007 245. Jackson D, 2008 Random acts of guidance personal reflections on professional generosity Journal. of Clinical Nursing 17 2669-70. Kolb D 1984 Experiential Learning Experience on the source of Learning and development London. Lowenstein, Arlene J. 2004 Bradshaw, Martha J. Fuszards Innovative Teaching Strategies in Nursing,Published by Jones & Bartlett Publishers. McNair W, 2007 A vision of mentorship in practice Journal. of Perioperative Practice 17 (9) 421-30. Murray C, Main A 2005 Role modelling as a teaching method for student mentors Nursing Times ci (26) 30. NMC (2002) Code Of Professional Conduct, Confidentiality, London. Ousey K , 2009 Socialization of student nurses-the role of the mentor Learning in Health and Social Care 8 (3) 175-84. Peyton J (1998) Teaching and Learning in Medical Practice. Herts, Manticore atomic number 63 Limited. Royal College of Nursing 2007 ,Gu idance for mentors of nursing students and midwives 2nd ed London. Welsh, I & Swann, C, 2002 Partners in Learning A lookout man to Support and Assessment in Nurse Education, Radcliffe Publishing.

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