By Sue West, Tim Clark, Melanie Jasper
With present govt pursuits to extend well-being and social care practitioners, there's an elevated want for knowledgeable mentors and preceptors to aid the improvement of the scholars and new well-being pros. allowing studying in nursing and midwifery perform: A advisor for mentorsseeks to underpin fresh mentoring tasks, exploring the impression of mentoring, supervision and preceptorship on expert perform, overlaying rules that underpin potent studying and offering functional assistance on mentoring and overview suggestions inside perform settings. allowing studying in. learn more... modern matters in mentoring perform / Margaret Andrews -- an exceptional placement adventure : the student's point of view in their wishes within the perform surroundings / Sue West -- The reflective mentor : facilitating studying in hte perform atmosphere / Melanie Jasper -- aiding humans study / Stevie Penfold -- constructing powerful studying relationships in perform / Sheila Daykin -- studying kinds in perform / Tim Clark -- utilizing interpersonal talents in mentoring / Sue Riddell -- the training setting / Gill Beer, Andrew Southgate -- the improvement of competence in newly certified practitioners / Tim Clark -- evaluate of perform : rules, procedure and obligations / Sue West -- Use of the web to help studying in perform / Susan Westerman, Emily harm -- demanding situations within the interprofessional schedule / Judith Parsons -- operating as a certified : criteria for pro perform / Melanie Jasper
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Extra info for Enabling learning in nursing and midwifery practice : a guide for mentors
As a mentor, there is no reason why you should not design your own reﬂective activities for students, guided by what you want to achieve as outcomes. 3 for the scope you have in directing a student’s reﬂective activity. 1 Selecting Experiences for the Focus of Reﬂection Using SODA (Adapted from Jasper, 2006, pp. 54–55) Criteria Features Examples Signiﬁcance It must stand out in some way Outcome It needs to provide a developmental opportunity First experience; unusual occurrence; emotional response; rare opportunity Relates to a speciﬁc learning outcome or competence Increased understanding; identiﬁes a knowledge deﬁcit or need; results in new knowledge; develops insight Describability Identiﬁable boundaries; It must be remember sufﬁcient sufﬁciently detail; awareness of complete in consequences of itself for you to exploring this issue/ be able to incident; ethical describe it issues Action It needs to result in some action being taken Getting more knowledge/ information; developing a new skill; changing your practice; seeking further help Questions to ask Why is it signiﬁcant?
The Nursing and Midwifery Council (2006) suggests that this working relationship should ensure that the mentor: works with their student for 40% of the placement allocation; structures the learning experience to ensure that there is continuity in their absence; spends time with the student helping them critically reﬂect on their practice and progress; helps them identify INPUT: AN EFFECTIVE STRUCTURE FOR THE PLACEMENT LEARNING EXPERIENCE learning needs and develop action plans; clariﬁes expectations; and implements sound assessment strategies.
What strategies for mentoring can you identify that contributed to this success? Now try the same questions in relation to a mentoring relationship that you felt dissatisﬁed with. Try to summarize what contributes to positive mentoring and student behaviour within the mentoring relationship as a result of your experiences. I hope that Bolton’s idea of ‘re-viewing’ something has become clear to you as a result of the activity you have just done. Time, distance away from the relationship and being focused on speciﬁc questions helps to enable you to put an experience into perspective in relation to wider questions, and learning that can result from the process.
Enabling learning in nursing and midwifery practice : a guide for mentors by Sue West, Tim Clark, Melanie Jasper
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