Supporting Learning and Assessment Essay Example

essential to analyze and evaluate the skills that characterize a successful mentor. Kilcullen's (2007) research examined the considerable influence that excellent mentors have on improving learning through offering support, acting as role models, and promoting socialization in the clinical setting.

A role model plays a crucial role in influencing students to imitate and inspire themselves (Morton, Cooper and Palmer 2000). The quality of a student's clinical experience is highly influenced by the type of mentor they have, whether it is a competent nurse who provides explanations and rationale for their practice or an inadequate role model lacking in knowledge and organizational skills (Pellatt 2006). Students recognize the significance of selecting a good role model in order to enhance their confidence, knowledge, and skills (Gray ; Smith).

By establishing a one-on-one relationship between pairs, the effective utilization of technology and skills can significantly enhance instruction for students (Smith, 2000). The mentoring approach involves experienced teachers/nurses supporting novice teachers/nurses. Research indicates that even student nurses can act as mentors for their preceptors (Kariuki, et al., 2001; Smith, 2000; Stewart, 1999).

The majority of the students' experience is spent working alongside their mentor, observing every aspect of my practice. At first, I felt overwhelmed by the fact that the student appeared to be evaluating my performance. However, this experience allowed me to empathize with the student, who is also constantly assessed. These feelings helped me comprehend the anxieties faced by both the mentor and the student when establishing a new working relationship. It has also helped me cultivate self-awareness regarding the importance of being a supportive and positive role model for the student. Through engaging in positive interactions and fostering effective

relationships, I strive to uphold high standards of practice based on current evidence, creating an environment conducive to learning (Nursing and Midwifery Council 2004a).

During the introductory meeting, I aimed to establish a friendly and welcoming environment for the student in order to build an effective mentor-student relationship. Creating this foundation is crucial as it reduces anxiety and increases the student's comfort level in the clinical setting, which according to Wallace (2003) promotes their learning. It is important to note that if the initial interview is unsatisfactory and the relationship lacks, the student may feel undervalued and struggle to access professional practical knowledge (Spouse 2003).

A positive relationship in the learning environment is crucial for effective learning. It involves actively listening to the student and respecting their opinions, even if they differ from our own (Thomson 2006). To implement this in practice, I encourage students to ask questions to clarify any misconceptions and to share their knowledge without fear of being criticized if they make mistakes (Wallace 2003). By treating students with warmth and respect, we can build their confidence and prevent any form of discrimination that may make them regret choosing nursing as a career (Walters 2005).

In response to a paper by the Department of Health (1999) titled "The Making a Difference," which highlighted disparities in clinical experience for students, improvements were called for and collaboration with senior nurses was advocated. To address this, the clinical learning environment I am part of has established a clinical development team comprising office-based senior nurses who work alongside mentors. The goal is to organize and structure students' experiences effectively, aligning with the recommendations outlined in "The Making a Difference"

publication.

Providing structure and support for students is crucial in enabling them to identify learning objectives and access resources like internet connectivity and a designated learning space that encourages the use of effective strategies to apply their knowledge to real-life scenarios. These provisions are aimed at cultivating the skills needed to deliver high-quality care through an organized learning experience because without adequate structure, time, and guidance, valuable learning opportunities may be missed (Pollard 1998).

The clinical environment is a valuable learning experience, but it can be easily forgotten if reflection is not incorporated. As a mentor, it is my duty to promote experimental learning by encouraging students to engage in reflective practice. This allows students to connect theory with planning and implementing care, and then reflecting on the outcome in relation to the prescribed learning theory outlined by Kolb (1984).

The clinical environment can get busy, which limits my role as a mentor (Hopkins 2000). Sometimes, students are not able to receive immediate feedback after a learning experience. Feedback helps them reflect and is included in their performance assessment.

Upon reflecting, I recognized that this was a negative experience as a mentor and felt like I had let the student down. Price (2007) acknowledges that there are limitations to what mentors can accomplish in continuous assessment and feedback in complex clinical settings, so gathering information about the student's progress throughout their placement is crucial. Recognizing this early on, I also relied on my colleagues' observations and assessments to evaluate the student's performance as a team. Additionally, Gray & Smith (2000) point out that students have the ability to adapt their learning objectives to meet their needs.

This experience familiarized me

with the challenges mentors face when juggling patient care and student teaching responsibilities (Bennett 2003).

I discovered that establishing effective relationships was one of my strengths. By being prepared and displaying a friendly, approachable, and patient demeanor—traits suggested by Andrew and Willis (1999)—I believe I made a positive first impression.

I believe that I was able to motivate students by being positive and creating a warm and accepting learning environment. I also provided praise and encouragement to help build their confidence and self-esteem (Waters 2005). Additionally, I recognize that there are factors that can reduce motivation, such as struggles with work-life balance. In order to motivate students and help them become successful learners, I offered support by checking in on their workload and considering their social needs (Brooker ; Waugh 2007).

I facilitated a learning experience for a student who struggled with organizational skills and prioritizing care. It was important to approach this issue sensitively and tactfully, as it became clear through discussion that the problem stemmed from a mismatch in learning styles. While I am an activist who learns by doing and implementing care quickly, my student was more of a reflector who prefers to step back, reflect, and observe before taking action. This required giving the student more time to plan activities. Ultimately, the student created a to-do list that helped with organizing and planning the care that needed to be provided.

According to Chapelhow et al (2005), being aware of learning styles and matching teaching methods to a student's preferred style can significantly enhance their learning and accelerate the learning process.

This assignment showcases my understanding and knowledge of the qualities necessary to be a successful mentor

and role model. It emphasizes the significance of creating a supportive learning environment and how I can achieve this within my clinical practice to enhance positive outcomes. It explores the establishment of a productive mentor-student relationship and how this can contribute to the student's sense of value and comfort. It also reflects upon the challenges I faced as a mentor and evaluates my performance, highlighting areas of success. By demonstrating evidence of applying theories and adapting to my students' learning styles, I effectively facilitated their learning.

Mentorship plays a vital role in nursing and has been an important part of my career as a staff nurse for the past eighteen years. I have made efforts to further develop this role in the nursing profession. This module and practical assessment have helped me prepare for the mentor and assessor role and its application to practice. Having completed the formal practical assessment document myself, I am familiar with the process that students have to go through during their placement. This firsthand experience allows me to understand the assessment process, the learning outcomes expected, and gain insight from the student's perspective. With reflection, experience, and understanding of my role and responsibilities, I feel ready to assess students' competency and performance and take on my accountability in deciding whether they pass or fail based on the standards set by the Nursing and Midwifery Council (2006).