This assignment will discuss the nurse's role as an educator in clinical practice and the factors that influence it. It will focus on two scenarios faced by the student nurse and will reflect on the issues raised. This topic has been chosen as the nurse has an interest in mentorship and education for her future practice. It will review and discuss relevant literature relating to the subject and reflect on the nurses own experiences in clinical practice. The factors that enhance and inhibit the learning environment and suggested actions to improve clinical learning will also be discussed.
[...] Harper, J Releasing the Nursing Knowledge Embedded in Nursing Practice Through Mentorship, Reflection on Practice and Clinical Supervision. [Online] London: Journal of Clinical Nursing. http://www.nursing.gr/LHarper.pdf [03/10/07] Hinchliff, S The Practitioner as Teacher. 3rd ed. London: Churchill Livingstone. Lanser, E Reaping the benefits of mentorship. Healthcare Executive 18-23. Letizia, M and Jennrich, J Supporting our new colleagues: mentorship in medical-surgical nursing. AORN Journal 540. McBrien, B Clinical Teaching and Support for Learners in the Practice Environment. British Journal of Nursing 55-59. [...]
[...] The student should be helped to obtain a sense of belonging and being in control as theory suggests that when the student feels like an outsider, performance level drops and attitude becomes morose (Fawcett 2002). In practice this may be difficult to facilitate due to shift patterns and the availability of a chosen mentor, and also the confidence of the student to say who they would prefer to be mentored by. By allocating a mentor it was not taken into consideration that the mentor was often in charge of the ward. [...]
[...] Standards to Support Learning and Assessment in Practice [Online] London: NMC Available from: http://www.nmc-uk.org/aframeDisplay.aspx?Document!D=1914 [25/09/07] Nursing and Midwifery Council. 2006b. An NMC Guide for Students of Nursing and Midwifery. [Online] London: NMC. Available From: http://www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=1896 [25/09/07] Pearce, C Giving and Receiving Feedback. Nursing Times 46- 47. Quinn, F. and Hughes, S Quinn's Principles and Practice of Nurse Education. 5th ed. London: Nelson Thornes. Rassool,G. and Rawaf, S Learning Style Preferences of Undergraduate Nursing Students. Nursing Standard 35-41. Royal College of Nursing Guidance for Mentors of Nursing Students and Midwives. [...]
[...] It has however, also been argued that a short period of mismatching can result in new and varied experiences (Lanser 2000) and that educational growth is actually more likely to occur when the student has to work outside of their comfort zone and that a degree of conflict or challenge can result in a better learning (Quinn & Hughes 2007) as too much matching can lead to boredom (Lanser 2000). When the mentor is previously assigned and is not a person the mentee wants to emulate, he or she may seek another experienced nurse for his or her knowledge, professionalism, and leadership (Fawcett 2002). [...]
[...] Students who value a teacher who has good knowledge of the subject area and who can present this information in an interesting, clear, confident and organized manner (DeYoung 1990). The NMC 2004 states that nurses must ensure that they keep their knowledge and skills up to date, and regularly attend training and learning sessions. Research has shown that learning is enhanced through integrating theory and practice (McBrien 2006). A 'good' mentor should be confident of his or her ability to teach and devote a considerable amount of time to this activity (Neary 1997). [...]
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