I have experience of conveying knowledge to others in a way that is comprehensible and significant through my work as a multi-skilled theatre practitioner. Whilst ODPs have a separate code of professional standards, this essentially provides a similar outline to supervision and mentorship HPC The concept of mentoring is also part of the NHS Knowledge and Skills Framework whereby practitioners have to assist in the development of others through a variety of learning approaches and must demonstrate these through portfolio development DH To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice.
Taking action is the key; Gibbs prompts the practitioner to formulate an action plan. Gibbs reflective cycle On the first day of meeting my mentee Helen immediately after her orientation of the department, we had a meeting to draw up her learning opportunities so that there was an awareness of what Helen hoped to gain from her new profession as a theatre nurse.
As part of her learning opportunities a teaching session and assessment was arranged. The teaching session included both formal and informal assessments. Both sessions were carried out in the theatre operating room , the formal assessment involved performing a surgical hand scrub which is always done prior to any surgical procedure. Even though I am a competent practitioner, I still had a moderate 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 deal throughout my career, 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 her nurse training, so theatre is a totally new setting for her. Armstrong states, however, that role modelling is not just about observing practice, but also includes considered linkage between practical skills acquisition and the underpinning knowledge that relates to the skills, i.
I planned my teaching session to ensure Helen was aware of the current information and guidelines about effective surgical hand-washing. Prior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I will show her how to scrub correctly in the format used by the scrub nurse team in our department. I planned to use the Peyton 4 stage approach throughout the process. This 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 in the mind, and ensuring this combination has occurred before 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 task to the required standard. The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine Immenroth, M, These stages allow the learner to quickly progress through the first three 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 bad 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, The learner must be made feel that they are welcome and important; this way will assist the learner to incorporate themselves into the clinical environment Welsh and Swan 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 location 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. Using Peyton;s 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 recognize her learning style ,so that it can be incorporated into the learning material to facilitate effective learning McNair et al Recognizing her individual learning style helps me to arrange her learning preferences.
According to Kolb 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 beneficial 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 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 greater 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 find ways to improve the learning environment.
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 advantage of the learning process Lowenstein and Bradshaw The operating theatre can be a fantastic clinical learning environment.
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 It is very sad that new teachers may have to deal with children having behavioral problems. In many cases they are forced to teach children from ethnic communities, where language and behavior patterns may be ambiguous.
To build a relationship with these children in spite of the difference in culture is an uphill task especially for a new teacher.
Lack of training and exposure to community needs Teaching demand a lot of temperamental maturity from the teachers and just about anybody cannot fulfill the demands required of such a role.
Teachers without adequate training often have a significant problem in performing well [Ashmos, ]. It is seen that most new teachers are assigned responsibilities that are opportunistically thrust on them. Assigning teachers with difficult duties with which they have no experience, is a common problem in most schools. Even a good training programs will be inadequate in these circumstances because the teachers have to deal with situations that are not listed in the training programs.
The mentor—trainee relationships can get out of hand sometimes because of close interactions that may ensue as part of the program. Most managements take necessary precautions before the launch of such programs. It is in such cases that the reputation and professional skill of the mentor far out weighs anything else to the company.
Yes, many mentors don't believe they need any training or advice. It is very important that the trainee too have a plan of development before they come into contact with a mentor. Research shows that people learn best by observing experts and by being given assignments. One of the main role and responsibly of the mentor is to review the progress of the trainee and to keep him accountable for what he does. Mentoring is a mutually beneficial arrangement because both the mentor and the trainee benefit from the exercise.
As far as the trainee is concerned, he will be able to tap into the rich experience and teaching strategies of the mentor. He can be assured that the techniques of the mentor would work, because the mentor himself is a living example of success. He will also learn to avoid mistakes that would have been committed by the mentor. In short, the mentor takes him through an experimented and tried path of success.
The difference in age is a very big factor that ensures the success of the mentor-trainee relationships. The difference in age in itself is a psychological factor that influences the trainee and makes him or her automatically respect the mentor. The others side of the effect of age on the relation is that the mentor can impart his maturity and tact to the trainee, who is immature and just out of college.
The importance of mentoring assumes significance for teachers because often, new teachers have to face problems that are similar in magnitude and complexity to the problems that are faced by experienced teachers.
Since experience is a big asset in handling these problems, a good mentor will be able to guide new and inexperienced teachers to achieve his professional goals. Even statistics show that inexperienced teachers have a high probability to leave the profession because of the daily stress and workload that they have to face as part of their profession.
Already the teaching profession is under severe stress and the number of teachers is already dwindling to new lows. In addition, the lack of new teachers has further strengthened the need to use the experience of old teachers to guide the fresh teachers.
As far as the schools are concerned, it was seen that mentoring programs enhanced the skills of teachers and more importantly the skills of their students. Further, there was a significant reduction in hiring and recurrent recruitment costs that happens when teachers leave too often The biggest advantage of having a mentor around is that the new teacher feels completely at home in the new school. The prospect of being answerable to the management is in itself a big confidence drainer.
Many new teachers feel safe under a mentor because the mentor is a refuge in times of difficulty. Most teachers consider themselves as trainees under a mentor, and that position in itself is very soothing to them. Most new teachers prefer to work as a trainee under a good mentor and then advance as a teacher when they acquire the sufficient skills to handle the class. There is a lot of psychological strength that fresh teachers derive when they work under a mentor.
Trainees do not feel that they are being undermined professionally when they are under a mentor. On the contrary, they are able to respect the skills of the mentor, which was gathered through experience, and appreciate the fact that they are still students as far as teaching is concerned.
Teaching is not just the exchange of knowledge. In most cases, when the Principal was ready to help them, teachers were encouraged to continue in the school.
Fresh teachers expect various roles from mentors. They may expect a role model, a teacher, a philosopher, an understanding person, a protector and a communicator. Only a good mentor can perform all or any of these roles to various personalities who come to the school as fresh teachers. In addition to the fact that fresh teachers are not experienced enough to teach, the fact that a huge number of older teachers are nearing their retirement ages is a strong factor that has encouraged the government to start teacher-mentoring programs.
The authorities believe that the experience of these teachers must not go waste and that it should be used to train new teachers. In this context, mentoring has the role of maintaining quality in educational circles [Katayama, ]. The district of Ohio has made a state sponsored effort to promote mentor trainee relationships as far as the area of teaching is concerned. The program, called as PAR Peer Assistance and Review is a mandatory program for new teachers and under the program, fresh teachers are assigned to a mentor.
The program was started in as a cooperative effort of the teachers and school administrators of the state. Senior teachers visit the classes of the trainee and maintain contact with them through e-mails and telephone. A survey revealed that the effort was very beneficial to the fresh teachers.
Mentoring will not be successful if done in a tense atmosphere because in such a case senior teachers will be more interested in self-development. They would be looking for ways to enhance their careers and stay ahead of the competition.
The organization must have the adequate number of mentors and if numbers fall short than required, the school must hire people than make do with those available. Another important requirement is that the dealings between the mentor and the trainee must be very confidential, because the basis of the mentor-trainee relationship is confidence. If the trainee feels that the process is some sort of an assessment or that it would lead to a confidential report to the top management, he will be less forthcoming and will try to hold back himself, which destroys the very purpose of the activity.
Usually the requirement of the management is to see that the goals of the trainee are satisfied more than the mentor. Conclusion Job satisfaction among employees in the educational organizations is definitely affected by many factors like stress, work schedule, knowledge up-gradation etc.
While most of these factors may be considered as challenges that are part of the job, the overbearing attitude of the school management cannot be tolerated. There are proven initiatives that help the teacher and the management to work with peak productivity within their defined roles.
These methods have to be applied in order to ensure the overall development of students, teachers, and the school in general. Mentoring is one of the best of these techniques.
Working with different mentors in the past, has helped me to understand the different characteristics of being a mentor and develop my own style of facilitating learning within a clinical setting. I have experience of conveying knowledge to others in a way that is comprehensible and significant through my work as a multi-skilled theatre practitioner.
Essay about Mentorship: Nursing and Samantha Words | 16 Pages This assignment aims to critically evaluate the four key professional requirements for mentorship practice.
This essay will explore one of the eight domains, specifically the domain of accountability and assessment in mentorship. This will be done in relation to mentoring two first-year adult branch nursing students placed in the Dermatology Department. Mentorship Module In this essay I aim to reflect and critically analyse my completion of the learning development plan and to identify how the skills and knowledge that I have gained as a mentor will enable me to lead learning in my area of practice.
Reflection on Mentorship - The aim of this essay is to discuss on how the reflection on mentorship will be undertaken, how and why the model of reflection will be used and the importance of confidentiality. A person may admire their role model, or mentor, because of their looks, wit, or even general personality. No matter who you are there is always someone that you attempt to emulate in some way, shape, or form throughout your life.