MENTORING

Mentoring

Mentoring

Introduction

Mentoring is an interpersonal relationship support, exchange and learning, in which a skilled person, the mentor is investing his acquired wisdom and expertise to promote the development of another person, the mentee, who acquire skills and career goals to be achieved. The assistance provided by the mentor is normally paid and is paid as part of a professional relationship. It meets the needs of the mentee in terms of objectives related to his personal and professional development. The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills. Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development.

Assessment and Feedback in Mentor's Role

Performing the role of a mentor, I was helping a first-year student to appropriately utilize pain assessment tools, as to gain a successful pain score from a post operative patient. Bearing in mind the expectations of participation of the first year in the vital sign's observation, competency is essential for the safety of a patient. As this was my first time mentoring, an observing experienced mentor was in attendance and was to observe the entire mentoring process of the feedback and assessment.

Firstly, I waited for the perfect opportunity to begin the assessment so that there is no interruption. I introduced myself to the students and to reduce the anxiety, told him further about myself and asked about him. After that, I explained to him the entire procedure of the assessment. The total timings and process of the assessment was clearly explained to the student.

When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication and their knowledge of basic child development, knowledge applicable to core skills in many ways. The student correctly prioritized the order of pain evaluation, completing the secondary criteria. I asked the student the second question at this point; the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care. My observing assessor felt that, at points, my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand the information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it.

After the assessment, I gave the student my feedback session which aimed for the development of a sustainable experiential learning relationship. Considering the student in mind, an action plan was developed. As the student had competency with the skill, the plan had a focus on obtaining better experience and range in order to reach more spontaneous experienced quality in regards of hostile competency. I provided feedback to the student in a constructive and effective way as not to hurt his self esteem and to encourage him to learn ...