Effective mentoring in the community setting

Abstract

As nurses, we are expected to demonstrate the linking of theory to practice, undertake continuous assessment and to facilitate reflective practice. Literature suggests that the majority of mentors feel unprepared for the role and lack confidence in their ability to support students (Duffy, 2004). The main challenges facing mentors are understanding the needs of each individual and adapting and developing strategies in order to support them effectively. Whilst there is a major cognitive / intellectual component to mentorship both student and mentor often experience difficulties with these aspects of their roles (Moseley and Davies, 2008). By recognizing the need to gain insight into the students individual needs mentors will be able to identify any concerns and develop action plans in order to alleviate them.

Reflective Practice: A Comparative Dimensional Analysis of the Concept in Nursing and Education Studies

“…To be transformed into personal knowledge, lived experience must accordingly be processed-through reflection, among other ways (Epstein, 2011). RP can, it is also argued, allow one to reflect on the learning experience (Mayville, 2011), connect practice to theory (Glynn, 2012;Pritchard & Gidman, 2012), make sense of experience (Evans, Malhotra, & Headly, 2013), and motivate students to analyze their experiences (Pritchard & Gidman, 2012).…”

“…The enhanced self-awareness and clinical reasoning associated with RP (Glynn, 2012;Rigby et al, 2012) are said to allow for greater awareness of newly acquired knowledge, as well as a caring approach (Glynn, 2012;Pritchard & Gidman, 2012). Students, it is maintained, develop not only as nurses, but also as citizens, for example, when they engage with community partners (Evans et al, 2013); they thus examine their beliefs and future actions as professionals who have an impact on society.…”

“…RP is a process that may be guided in different ways. It is often directed by an instructor or facilitator so that the learner may develop her awareness, reasoning, and pattern-recognition abilities (Cleary et al, 2013;Pritchard & Gidman, 2012) and be led to yet deeper reflection (Pritchard & Gidman, 2012). The suggested methods include clinical supervision and mentoring, role models, reflective journals, narration, sharing, and the use of critical incidents (Alpers et al, 2013;Evans et al, 2013;Rigby et al, 2012).…”

“…The dimension of the theory-practice gap. RP is deemed to help integrate theoretical knowledge for safe and effective care (Glynn, 2012;Pritchard & Gidman, 2012;Rigby et al, 2012). In addition, it is said to encourage nurses to draw on their experience to formulate theories (Lawrence, 2011) and to base their practice on the best evidence (Kofoed, 2011;Rigby et al, 2012).…”

“…In addition, RP groups, it is maintained, allow for reflection to take place in a nonjudgmental environment that helps participants develop as professionals (Dawber, 2013;McVey & Jones, 2012). The literature suggests various measures for advancing nurse development, including supervision by preceptors and peers (McVey & Jones, 2012;Rigby et al, 2012), mentoring (Pritchard & Gidman, 2012), reflective journals (Billington, 2013;Gentile, 2012), structured RP classes (Glynn, 2012), RP scenarios (Bolden, Cuevas, Raia, Meredith, & Prince, 2011), reflective discussions among nurses and nurse advisors (Lawrence, 2011), regular multidisciplinary meetings (Lawrence, 2011), support groups (Bolden et al, 2011), and debriefing sessions (Peterson et al, 2012).…”