MENTORING

Mentoring A Learner In Practice

Mentoring A Learner In Practice

1. Demonstrate knowledge and understanding by critically reviewing the key issues for preparation of the effective learning environment

Duffy, 2000 in an evaluation of pre-registration preparation of nurses in the 1980's indicated that the clinical setting and the practitioners within were the most influential factors in the development of nurses.

Researchers in higher education (Rutkowski, 2007) have generally agreed that a learning climate which involves respect for students, freedom to learn and enthusiasm on the part of the teacher encourages a deep approach to learning, while departments with heavy workloads, high assessment demands and lack of freedom encourage a surface approach to learning.

In the clinical learning environment much of this research is supported with similar conclusions. Studies from nurse education (Gopee et al., 2004) suggest that a sound learning climate is one in which there is team work, consideration, empathy and support of the learner as an individual.

Fretwell (1982) identified the characteristics of a 'good' learning environment as one in which the sister and staff nurse show interest in the student when they begin on the ward; establish good relationships with the student; are approachable and available; pleasant yet strict; promote good staff patient relationships and focus on the quality of care; give support and help to learners; invite questions and give answers; and work as a team.

Ferguson's study (2000) concluded that the diversity and complexity of clinical areas and the implications for student learning must be acknowledged. One of the most anxious times for a learner was entering a new clinical situation. The participants in her study identified the primary concern was 'to be accepted' or to 'fit in' to that new environment. Although Ferguson's study supported the work done by Melia (1987) in the 80's she did discover the importance of the mentors role at this time as she/he played an important role in assisting the student to 'fit in'.

Ferguson's study also emphasises the need for structure on the process of learning. The availability of structured programmes in placement helped the student to focus on learning. Having structure in the placement allows the student to recognise the experience available and to some extent relate it to achieving specific goals. (Gopee et al., 2004) highlight how student needs change at different stages of the programme. For example, a level of supervision that is very reassuring in first year may be difficult later on.

More recent work has re-emphasised all of the themes identified above. Percy and Elliott (2004) in their small study of student nurse impressions of clinical nursing noted three main themes; the influence of ward culture, learning from the negative and mentors. Experiences of ward culture had sometimes been negative (for example, staff not taking the time to talk to patients) but one good experience of a ward with high staff morale, with staff development encouraged, persuaded two students to stay in nursing who might otherwise have left.

A study by Ip and Chan (2005) of Hong Kong nursing students reported ...