MENTOR/MENTEE RELATIONSHIP

Establishing Effective Working Relationships

Name of Writer

Name of Institution

Establishing Effective Working Relationships

The mentor-student relationship is fundamental to the learning experience of students, facilitating the creation of a positive learning environment and thus enhancing learning (Cahill 1996, Wilkes 2006, Ali and Panther 2008). A key factor in building effective working relationships is the initial interview (Walsh 2010, Ali and Panther 2008).

During my student's placement I initiated a timely initial interview on their first day, as a means to introduce them to the clinical area and put them at ease. Initial interviews ideally should take place within the first week (Beskine 2009), however, conducting it on the first day acts as an opener, helping the student feel comfortable (Ali and Panther 2008) and enables specific anxieties to be dealt with (Walsh 2010). Addressing anxieties is fundamental, as heightened levels impact significantly on learning (Moscaritolo 2009).

Having a face-to-face interview allowed us to discuss stage of training, previous experience and learning needs, identifying available learning opportunities, in order to establish achievable objectives (Wallace 2003, RCN 2007, Ali and Panther 2008). The initial interview and encouraging active participation helps build a relationship of mutual trust, rapport and partnership, and thus promotes effective learning (Andrews and Wallis 1999, Garvey and Alred 2003, Beskine 2009). Undertaking the initial interview in the manner I did is based on the andrological approach to adult learning, where teaching is based on collaboration, with students taking responsibility for learning (Myrick and Yong 2001, Hand 2006). Open communication in this way, impacts on the development of a successful positive relationship (Myrick and Yong 2001, Hodges 2009).

Communication involves verbal and non-verbal elements and although I have good communication skills, the first interview was set in ICU, and we were unable to leave the patient to find a place free from distraction. Ensuring privacy is important (RCN 2006) and having several interruptions affected my ability to engage in active listening. Active listening is the most valuable communication skill in developing a relationship (Walsh 2010), and the interruptions we had were detrimental to this, as it prevented full concentration. In subsequent student interviews I will attempt to ensure protected time away from the clinical environment, in order to devote undivided attention to the learner.

During the interview I remained approachable, supportive and non-judgmental, as it is vital to acknowledge everyone is different and comes with varying experiences and knowledge. The qualities of a mentor are extremely significant, with students finding patient, accessible and friendly mentors to be important factors in enhancing learning (Cahill 1996, Wilkes 2006). I drew on my previous experience as a co-mentor and recognised the need to be enthusiastic, supportive and open-minded in order to be an effective mentor (Walsh 2010). Reflecting on the interview I know I had been utilizing specific terminology to ICU and acknowledge this may have been a barrier to understanding and to effective communication.

The initial interview is a significant opportunity to begin establishing an effective student-mentor relationship (Hodges 2009), which is crucial in facilitating effective ...