Mentorship in Practice

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MENTORSHIP IN PROFESSIONAL PRACTICE

The aim of this essay is to demonstrate author’s role as a mentor in organising, managing and leading programmes of learning and critically reflect and evaluate own performance while working with a student in clinical setting. Nursing and Midwifery Council (NMC) (2006) defines the term ‘mentor’ as the role of a registered nurse who facilitates learning and supervises and assesses students in the practice. Furthermore, NMC also identifies eight domains and standards that must be achieved to become a mentor. In this assignment, author will be referring to those Standards to Support Learning and Assessment in Practice.

First of all author will look at the personal and professional reasons to undertake this module. During the course, author’s role as a mentor will be evaluated looking at the way a health care assistant was supervised and facilitated towards meeting his competencies. Then, it presents author’s own reflective work-based learning experience on the teaching and learning facilitation role in operating theatre held at a teaching hospital. The discussion covers how to utilise learning pathways and guidelines, policies and standards to create effective learning environment. Finally, the essay concludes with the positive impacts of reflective practice on personal and professional development.

It was always a great pleasure to support newly qualified nurses, students and healthcare assistants while working as a registered nurse in a busy operating theatre. Although supervision and facilitation is not new throughout the nursing career, author has identified a need to attain this course to enhance the understanding on the role of mentor. The Nursing and Midwifery Council (NMC) (2004) also emphasize that a registered nurse must update a sound academic knowledge and professional quality throughout the working life. It
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