ASSESSMENT AND ACCOUNTABILITY

Assessment and Accountability mentorship scenario

Assessment and Accountability Mentorship Scenario

The aim of this assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. For the purpose of this reflection the Gibbs reflective cycle (1988) will be used. The discussion of the role of the mentor and the effect it can have on the mentor/student relationship will be explored. In turn evaluating the learning environment and moving onto learning and teaching strategies used, reflecting on how they were applied to help the student. Lastly the evaluation of overall performance as a mentor. I am doing a critical care degree and work at intensive care unit (ICU). For the purpose of this work the student will be referred to as 'A' to maintain confidentiality and no other names of people or places will be documented. In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs. On the 'A' 's first day, after his orientation, we were able to draw up learning opportunities so that there was an awareness of what 'A' hoped to gain from the community experience.

The qualities of the mentor are an important element of the learning environment. This includes professional and personal qualities such as professionalism, a friendly nature, understanding and patience. Added to this the student “A” must be made to feel welcome through staff attitudes, this will help him to become integrated into the clinical environment. Throughout the learning experience it was felt that the mentor had a strong professional relationship and that being 'A''s mentor being approachable and friendly enabled us to maintain a trusting relationship conducive to learning. This relationship, according to 'A', reduced stress and anxiety. Locken and Norberg (2005) state that anxiety in students becomes reduced when mentors are able to build a good working relationship with their student and are able to work with them for almost all of their placement. One potential barrier in creating an effective learning experience is the personal attributes of the mentor. Although there are guidelines from the (Nursing and Midwifery Council, 2004c, p. 81-85) to support the role of the mentor, there are no rigid rules about how mentors teach in the clinical environment. Therefore the success of teaching relies on the personal enthusiasm of the individual mentor (Barnett, 2008, p. 4).

This is a true statement in that it can be seen in clinical environment that many mentors are reluctant to take students. This may be due to time constraints, work load or even that they themselves did not choose to undertake the mentorship programme but were required to by management. This is supported by (McCormack, Thomson, et al, 2002, p. 46-60) who state that the high level of commitment by the mentor required for effective learning to take place can sometimes create a challenge that can potentially be a barrier to learning.

Role of Mentor and his attributes

The mentor is a true generator ...