'Mentorship reflection Essay\r'

'This is my wistful discover of my filming break as a wise man in a clinical setting, assessing the occupy surround and the strategies workoutd for belief and assessing a newly qualified planetary house nurse. The habit of this essay is to chew over upon aspects of my maestro exert and phylogenesis that I stick out encountered during my time as a student wise man. This meditative essay sh in whole be written in the first person, In accordance with the NMC (2002) mark Of nonrecreational Conduct, Confidentiality shall be maintained and all call give birth been varietyd to protect identity. I have been instruction students and newly qualified theatre practitioners as a registered ODP for to a greater extent than 10 years and as a SODP for one year. Working with different mentors in the past, has helped me to run into the different characteristics of organism a mentor and go up my cause style of facilitating erudition at bottom a clinical setting. I have ex perience of im donationation knowledge to other(a)s in a way that is fathomable and star hearty through my work as a multi- aptitudeed theatre practitioner.\r\nWhilst ODPs have a separate write in code of maestro standards, this essentially provides a similar abridgment to supervision and mentorship (HPC 2008). The concept of mentoring is excessively part of the NHS noesis and Skills Framework whereby practitioners have to assist in the nurture of others through a variety of acquisition approachinges and essential demonstrate these through portfolio development (DH 2004). In give to be an utile mathematical function model the mentor must have spicy standards, must be able to demonstrate these high standards consistently, and must have approximate attitudes and beliefs regarding the usance of their applicable profession in the wider context of healthcare (Murray & deoxyadenosine monophosphate; Main 2005)\r\nAs this assignment is a excogitateion of my effect in mentoring and assessing a mentee in nursing/theatre settings ,I have chose to use Gibbs Reflective Cycle as it is reform and precise, allowing for description, analysis and evaluation of the experience helping the contemplative practitioner to make sense of experiences and examine their form. To reflect is not enough, you then have to put into charge the acquirement and new comprehending you have gained consequently allowing the reflective process to inform your get along. Taking carry through is the key; Gibbs prompts the practitioner to formulate an action plan. This enables the reflective practitioner to look at their practice and gain what they would change in the succeeding(a), how they would develop / cleanse their practice. Gibbs reflective cycle (1998).\r\nOn the first day of clashing my mentee (Helen) immediately after her orientation of the department, we had a skirmish to draw up her discipline opportunities so that thither was an aware(predicate)ness of wha t Helen hoped to gain from her new profession as a theatre nurse. As part of her attainment opportunities a commandment academic term and perspicacity was arranged. The educational activity session included both orchis and sluttish assessments . Both sessions were carried out in the theatre direct room , the formal assessment abstruse execute a functional hand scrub which is evermore done prior to any surgical execution. notwithstanding though I am a fit practitioner, I still had a moderate level of stress and anxiety regarding fulfilling my portion as a mentor.\r\nHowever, upon reflection I could draw on my forward experiences as a basic life detain 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 heavy(p) deal throughout my career, we have a ample understanding of each other , and have puddle up a trusting and honest kind over the years. For Helen this was her f irst experience of theatre office staff qualification, Helen had no theatre placements during her nurse homework, so theatre is a totally new setting for her. before any attainment lesson took place, it was crucial to build an effective working human race with Helen ,by being substantiative to her and go assistance for any needs she might have,it was in any case in-chief(postnominal) that Helen matt-up that she is part of the police squad and that she doesn’t feel alone.\r\nGopee (2008) categorically reconciles that mentors should be ‘aware of their mend as role models on students’ training of skills and professional attitudes’. Arm unshakable (2008) reconciles, however, that role modelling is not just well-nigh observing practice, but excessively includes considered linkage surrounded by practical skills acquisition and the underpinning knowledge that relates to the skills, i.e. closing the theory-practice gap. I planned my teaching sessi on to ensure Helen was aware of the current in power pointion and guidelines about effective surgical hand-washing.\r\nPrior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I impart 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 government agency and enable her to gain the necessary knowledge and skills to carry out the procedure. I planned to use the Peyton 4 acquaint approach throughout the process. Peyton (1998), a habitual surgeon, describes an excellent and widely advocated model for teaching skills in simulated and other settings, known as the ‘four- set approach’.\r\nSee below\r\nThis model may be expanded or reduced depending on the soil skills of the scholar. As with all teaching, the bookman must be given constructive feedback and allowed time for practice of the skills. A surgical skill has bot h a cognitive and a psycho-motor component. In fact, in those with reasonable manual(a) dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the step of the operation in the mind, and ensuring this combination has occurred before attempting the skill. rudimentary techniques from effective surgical hand washing to scouring for a minor procedure, may be or so efficiently and effectively taught in the four symbolize procedure based on the work of Peyton. The learner open fire go from a un apprised incompetence (where they do not know the procedure), through aware incompetence (where they realise what they do not know), to conscious competence (when they begin to understand and carry out the task to the required standard).\r\nThe final phase to unconscious competence is achieved through experience until the task turn overs a habit or routine (Immenroth, M, 2007). These details allow the learner to quickly progress through the f irst trey 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 liaison in as close as contingent to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee. Similarly, in the quarter stage when the trainee both explains and carries out the procedure, any signifi give noticet deviation from the pattern should be immediately correct 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 ii through stage three to stage four. A common mistake in teaching is to continue to oscillate between stage deuce to stage four, missing out on stage three which is one of the most eventful part of the process, particularly when it comes to more complex procedures which will be discussed later (Grantcharov,TP, 2008).\r\nI plan ned to try and build up Helen’s 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 in that respect to explain and guide her. The learner must be made feel that they are welcome and important; this way will assist the learner to control 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 chosen localization was a unused theatre suite, it was chosen as it is a quiet area,and would minimise interruption. This setting also ensured that Helen had my full attention during the teaching session.\r\nUsing Peyton;s 4 Stage approach allowed me to have a structured session in place with observation, treatment 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 recognize her learning style ,so that it can be incorporated into the learning material 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 translucent styles of learning or preferences which are based on four stages, diverging, assimilating, converging and accommodating learning styles. world approachable and friendly, I was able to maintain a trusting and comfortable kind beneficial to learning. Helen felt that my character was hefty with a professional relationship throughout the learning experience.\r\nAccording 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 help ed her ability to learn. personally I thought it went very well, having planned my session and using the 4 stage approach, it gave me and Helen a great understanding of the process and also has given me more confidence for further experiences. Personal 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 summon ways to improve the learning environment.\r\nIt can be a difficult task when creating a adapted environment and can affect the learning 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 appropriate environment for each individual to take full value of the learning process (Lowenstein and Bradshaw 2004). The operating theatre can be a fantastic clinical learning environment. Howe ver, students sometimes feel that they are left to their own devices for too long and can feel resembling ‘a spare part’, due to not working with their mentors enough and peradventure 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).\r\nMentorship has been forever present tense in healthcare for many another(prenominal) years. Gopee (2008) suggests that this concept has been evolving and development since the early 1970s, but it was formally adopted by the nursing profession in the 1980s and subsequently by Operating plane section Practitioners (ODPs) (CODP 2009). The philosophy of back up junior colleagues and students has had many different titles and names since its beginning: preceptor, assessor, supervisor and clinical facilitator to name but a few ( Gopee 2008, Myall et al 2008, Ousey 2009). There have been many different descriptions of mentors, and according to Jackson (2008) these definitions have added to the equivocalness of the role of the mentor in today’s nursing press, perhaps the most clear definition is by the breast feeding & Midwifery Council (NMC 2008) who state that â€Å"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 & jaguar 2008).\r\nIndeed, 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 respective codes of professional conduct which state that â€Å"Nurses must facilitate students and others to develop their competence’s and that nurses must ‘be willing to share skills and experiences for the bring in 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 mentors ‘ parting to fail’ students whose competencies were under question. This certainly defies the CODP (2009) standards for mentorship preparation and also contradicts the devil separate codes of professional conduct (HPC 2008). Duffy (2003) states that â€Å"Although sometimes the reasons for flunk students proves to be difficult, the consequences of not doing so are potentially disastrous”.\r\nIt is imperative that nurses and ODPs understand their accountability for their assessment decisions of a student’s competence. Practitioners are responsible to their professional bodies and are also accountable for the asylum of future patients. The RCN (2007) states that me ntors 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 calculate (2013) and the NHS England Constitution (2013) both emphasise the importance of strong prefaceership at all levels and by all disciplines of staff. Good leaders should be role models for their peers and students, they should endanger the determine expressed in both the Francis identify (2013) and NHS England Constitution (2013).\r\nThese are compassion, caring, respect and dignity, competence, commitment, putting patients first, ensuring we improve people’s lives and that everyone counts regardless of who they a re. 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 dis counts these values. As professionals we must equip and support our students in all care environments and at all levels of organisations to really engraft â€Å" Compassion in radiation pattern”. There should be a clear relationship between strong leadership, a caring and compassionate culture and high quality care. We all have parts to play in providing strong compassionate leadership within and across teams, and across organisational boundaries.\r\nThe Francis Report 6Cs (Care,Compassion, Competence, Communication, Courage,Commitment) are values for leadership, this action area is concerned with the support and mandate of professionals, to enable them to lead change locally and trigger off their teams to improve the experience and outcomes of the people using their services. The 6Cs fail to all health and care staff from nurses, midwives and doctors to executive boards and commissioning boards. For the vision of Compassion in perform to become a reality, every person involved in the delivery and management of the healthcare remains should commit to ensuring that staff work in supportive organisational cultures. (Compassion in Practice †One year on Author NHS England/Nursing Directorate publication accompaniment 26 November 2013).\r\nIn conclusion, it is clear that the role of the mentor is not an easy one. The task revolves around two key characteristics, namely 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 extension of healthcare professionals and therefore poor mentorship can lead only to a lack of dedicated, knowledgeable and fit practitioners of the future. Successfully teaching and nurturing a student for myself has been be a ver y satisfying experience. Mentoring has also helped me to detention my practice up to date and has allowed me to network with other students and their mentors.\r\nReference List\r\nAli PA, Panther W (2008) Professional development and the role of mentorship. Nursing Standard. 22, 42, 35-39. April 3 2008. Armstrong N 2008 grapheme modelling in the clinical oeuvre British Journal. of Midwifery 16 (9) 596-603. College of Operating surgical incision Practitioners 2009 Standards, recommendations and counsellor for mentors and practice placements London, CODP. Compassion in Practice †One year on Author NHS England/Nursing Directorate Publication Date 26 November 2013. Department of wellness 2004 NHS Knowledge and Skills Framework London, HMSO Department of Health 2013 The NHS Constitution: the NHS belongs to us all (for England) 26 bump into 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 Final Report 2013.[Online]www.midstaffspublicinquiry.com/report (Accessed April 2014). Gibbs, G. (1988). acquirement by Doing: a guide to teaching and learning modes. London: Further Education Unit. 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Ousey K , 2009 brotherlyization 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 Europe Limited. violet College of Nursing 2007 ,Guidance for mentors of nursing students and midwives 2nd ed London. Welsh, I & Swann, C, 2002 Partners in Learning: A guide to Support and Assessment in Nurse Education, Radcliffe Publishing.\r\n'