Analyse Role Of Mentor Establishing Learning Opportunities Nursing Essay

Analyse Role Of Mentor Establishing Learning Opportunities breast feeding EssayThe purpose of this essay is to critic whollyy analyse the role of the instruct when establishing training opportunities with the pupil that argon eliminate for their take aim. Mentors in a gynecological hold are trained and qualified nurses, and often engage in learnship programmes to help bookman nurses gain premier(prenominal) hand insight and follow up of rangeing within a meddling and demanding purlieu. The pupils vary from first family to third grade nursing assimilators and and thusly their development opportunities and abilities differ, and the instructs dexterity to advance any reading opportunities varies accordingly. The essay exit consider key monetary value and concepts and clearly determine what learn opportunities mean twain for the wise man and the mentee. The learning opportunities to be discussed in this essay are based on the savants ineluctably and trainme nts as stipulated by their university. These needs are usu each(prenominal)y the requirements of the pre-registration nursing programmes and are mandatory skill clusters to help the learner meet the Nursing and tocology Councils registration requirements. The essay will in like manner critically analyse how a learn supports and facilitates learning and make turn ups to engage and t separately students in a bad-tempered environment, ensuring that students are gaining the relevant skills and experience appropriate to their level and course expectations.A key facet of being a severe teach is having the ability to set realistic objectives and learning needs having assessed the capacity of the student (Gray and Smith, 2000). Nicklin and Kenworthy (2000) offer that learning objectives are goals that encourage development of skills that students did not previously make water. It is all important(predicate) to have a trusty supportive learning environment which will essential ly provide the basis for many learning opportunities for the student (NMC, 2008a). The first thing to do when teaching a student is to fasten that they are the right way introduced to the ward, the staff and the environment. This helps to eliminate any stress or anxiety the student may have had prior to coming on the placement (Manthorpe and Stanley, 2000). This is curiously so when it is the students first time on a placement and clinical environment. Following on from the introduction, the wise man will give the student an score of the various surgical procedures that are carried emerge, followed by a student discipline pack for further reading. The instruct is also needful to explain to the student the requirement of maximum attendance during placement. This is not save stipulated in the university requirement, save also in the ward, and all students are required to have at least 40% attendance at placement as required by the NMC code (2008a).One of the first learnin g opportunities afforded by the mentor to his/her mentee in a gynecology ward, is the fortuity to work in a multidisciplinary team to deliver the best business organization possible to the enduring and his/her carers. By working in a multidisciplinary team, the student undersurface engage with professionals of contrasting levels from physi separateapists, occupational therapists and gynaecologists. In allowing the student to be involved in this environment, the mentor offers the student the chance to learn dissimilar skills and medical techniques that would perhaps have been less visible, if the student was to only work with the mentor and focus on specific learning needs (Gray and Smith, 2000). In a gynecology ward, the mentor is able to facilitate such learning opportunities in a multidisciplinary team, by allowing a first year student to falsify a menage unhurried and reconcile the forbearing to plain in front retuning back to perform other tasks. However, there ar e occasions where a first year student may be more qualified than anticipated as they have been working as Health Care Assistants previously and therefore have acquired the necessary skills to be able to not only prepare and take a patient to theatre, but also return with the patient after(prenominal) the surgery. In this instance, the mentor needs to be aware of the different learning needs and provide the correct learning opportunities tailored to the students level. Contrastingly, the mentor may be presumptuousness a final year student to teach in which case, the mentor needs to create and identify new(a) learning opportunities for the student. Price (2004) specifies that it is the responsibility of utilise staff to develop an environment conducive to learning, and mentors should continually monitor students onward motion to ensure that they provide appropriate support and experience for learners (Hand, 2006). In a gynaecology ward, the mentor contribute provide the final y ear student with the opportunity to not only prepare the patient for theatre, but then collect the patient after the surgery and take hand over notes from the recovery nurse in order to then continue with the post operation care plan. Nevertheless, all the nursing students are offered the opportunity to work in other gynaecology areas including theatre to learn new processes, work with different professionals, and understand the different tools and sutures used such as the g possesss, gloves, operating table, drapes, skin preparation, swabs used, and the method of checking swabs and instrument numbers (Maxwell, 2004).The mentor can also provide more learning opportunities for their final year student aimed at developing their intercourse skills, by encouraging them to attend and participate in a hysterectomy meeting with the conquer of conducting their own meeting. At this meeting, the student will fete and listen to the material, then conduct her own research using the facilit ies available on the ward and the hospital such as the clinic, the library and other colleagues, to prepare her own presentation. This learning opportunity will give the student confidence in her ability to present to a diverse group of people ensuring that her communication skills are pliable to all situations.Where the mentor observes that the student has gained a good level of understanding of the basic processes of a gynaecological ward, the mentor can find new learning opportunities for the student to develop his/her skills and competence (NMC, 2008a). other opportunity which a mentor can afford to their student is providing the chance to perform the removal of a catheter using the aseptic technique. To help the student meet this learning need, the mentor identified several patients over a period of 3 shifts that required removal of a catheter and vaginal pack. The mentor explained to the student what this task was and the reason why it had to be carried out. Once the mentor had explained the purpose of the exercise, with the patients consent, the student ascertained the mentor removing the pack and catheter, carefully explaining each step of the process and the equipment used. After the student had observed this process 3-4 time, with the patients consent, the student was allowed to carry out the same clinical process explaining to the mentor and the patient each step of her action as the mentor had done to wrangle her understanding. This was a way for the mentor to assess the students competency and ability to take in large amounts of information (Watson et al, 2000). After the task was completed, papersation in the patients nursing notes was done. The mentors intervention ensured initial exposure to this clinical task was given, only the mentor needs to always be aware of areas for further emolument and building of confidence in the students performance (RCN, 2007a). Morton-Cooper and Palmer (2000) explain that a good mentor/student relationship will allow the sharing of knowledge between two individuals, and Collis-Pellattt (2006) add that mentors are expected to facilitate learning opportunities and tailor teaching to the students individual learning needs. The intervention accomplished both of these points.In a gynaecology ward, it is crucial that students have a satisfactory knowledge of the fluid balance sheet. This is knowledge acquired from their university teaching and it is the mentors role to ensure that the student can put their theoretical knowledge in to practice whilst on their placement, by providing relevant learning opportunities designed to explore these practices (Morton-Cooper and Palmer, 2000). In a gynaecology ward, the majority of patients return from theatre with intra venous fluids as well as catheters. This is a prime learning opportunity for the student where the mentor can allow them to monitor the input and output of fluids and document the information accurately and clearly in the fluid balan ce chart. It is an opportunity for the student to learn how to calculate and measure the fluid output properly in order to get an accurate figure of the patients medical needs. In doing this effectively, the student learns to detect any risk of retention or dehydration. In providing this earning opportunity, the mentor ensures that the student understands the need to manage risk effectively, reporting risks in order to maintain the safety and well being of the patient and all those concerned in the care of the patient.Due to the pace of a gynaecology ward, it is sometimes necessary for a mentor to allow the student to work independently provided that they have posed the ability and willingness to progress and lead with throttle oversight. NMC (2008a) suggest that the student is also responsible for their own learning and essential follow the policy for completion of clinical assessments as set out by the clinical placement provider and reflect on and serve constructively to fe edback they are given (NMC, 2008a). Often when a mentor is given a third year student to teach, the student will demonstrate a keenness to take on added responsibility on the ward. In this instance, the mentor can entrust the third year student with the precaution of a small number of patients, ensuring they carry out the necessary care for the patients, all in aid of helping the student develop the skills to rate patients care needs. In order to do this effectively, the student would have observed the mentor in the first instance in his/her management of patient care. The mentor will explain that it is necessary to firstly prepare the theatre patient first before anything else, ensuring that the patient is changed into the correct garments, the theatre have it off is made and the patient theatre checklist is completed and accurately documented. Once this is done, other tasks can then be followed in order of urgency. The mentor moldiness also highlight to the student what is cons trued as urgent in a gynaecology ward, as perceptions differ on what is urgent in name of prioritising work. Once the student has observed this process several times and the mentor feels that he/she is ready to take on this responsibility, the mentor can delegate the student with a small number of patients to look after and with guidance, observe the student in action. The mentor will always ensure that the student is not left alone, and has guidance and supervision at all times (RCN, 2007a). All documentations will be checked and countersigned by the mentor before hand over to the next shift. Where appropriate, the student will also progress to learning bed allocation and the admission and discharge process. Although, some advanced second year students may also be afforded the opportunity to manage the care of patients in this learning environment, the mentor will often only assign one patient to the student and maintain continuous supervision due to the limited theoretical know ledge acquired at university to that point. By doing this, the mentor ensures that the student and the patient are not put at risk.In summary, it has been established that mentoring pre-registered nurses is a vital part of nurse education and has depart common practice in the UK. It has been accepted that good mentoring is the result of well-planned learning opportunities and the provision of support and coaching for students, which should also incorporate an appropriate level of supervision (RCN, 2007a). The mentors are also learners in the process and they too require support and guidance from different professionals such as unify tutors. Although this economic aid is not always available to mentors, they are able to deviate from this problem by having more contact and communication with the students in order to twosome that gap. Duffy (2004) suggests that mentors often feel ill-prepared for their roles and lack the necessary support to carry out their duties as required not only from professional staff, but also from the students education institutions. Experience has shown that there are instances where mentors needed to contact link lecturers to discuss students competence levels but was unable to reach the lecturer and get the matter resolved urgently. What has also been noted as a enlistment to the mentoring process is the lack of quality time spent with the students whilst working on a clinical setting. There were many times when the ward was busy and it was impossible to maintain contact or teach the students during these times. I am of the opinion that clinical settings need to be made more adaptable to students and there needs to be an improvement made on devising clinical settings also cater to a learning environment to attend to training nurses wanting to progress into the nursing field.