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.
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.
Myall,
