NURSING MENTORSHIP IN CARDIOTHORAXIC SURGICAL WARD

Nursing Mentorship

Nursing Mentorship

Introduction

The aim of this assignment is to demonstrate that I can through critical reflection, evaluate my performance as a mentor to a student nurse I have been working with on the cardiothoraxic surgical ward. This assignment will first look at the personal and professional reasons why I wanted to undertake the mentorship module. It will also discuss the importance of a supportive learning environment in the workplace, and how essential it is. My role as a mentor to a nursing student will be evaluated, looking at the way in which I supported her on the cardiothoraxic surgical ward and how I facilitated this. In conclusion, I will identify my own personal development in undertaking and completing this module.

My Practice

As a registered nurse on a busy Cardiothoraxic surgical cardiothoraxic surgical ward I always enjoy supporting student nurses whilst they are on placement with us. There is an apparent shortage of qualified mentors on the cardiothoraxic surgical ward, and within my last personal development review with my line manager I identified a need to attain the mentorship qualification. Therefore, the standard of teachers and mentors available in the practice place will have a major impact on the quality of future practitioners, consequently making an improvement in patient care. Quinn (2000) styated that most students and many professionals note that learning acquired from placement experience is much more meaningful and relevant than that acquired in the lecture room (Quinn 2000).

I was allocated a first year child branch student, and was informed by the matron that this would be her first clinical placement. It was important to know where she was in her training for me to plan adequately when supporting her on the cardiothoraxic surgical ward. It was unfortunate that I was not able to work with her on her first shift as I was finishing the nightshift as she was starting with the dayshift. I did however welcome her to the cardiothoraxic surgical ward and orientated her to it, ensuring she knew who she would be working with on her first ever clinical shift. Davidson (2005) notes that students can be made to feel welcome by someone simply knowing their name and being expected. He also notes that a physical tour is a good start. This allows for brief introductions to other staff that the student will be working with. On this initial meeting I also gave her the cardiothoraxic surgical ward's student nurse orientation/resource pack. This provided her with basic information about the cardiothoraxic surgical ward and the different teams and staff within it, this was to provide a good introduction into the environment that she would be learning in during her placement (Davidson 2005).

Two days after she began, we had our first clinical shift together. I was pleased to hear that she had found other members of staff supportive during her first two days on the cardiothoraxic surgical ward. Cahill (1996) acknowledges that the single most crucial factor in creating ...