Index NMC domains Establishing effective working relationships Facilitating learning Assessment and accountability Evaluation of learning Creating an environment for learning Evidence-based practice Leadership The purpose of this assignment is to demonstrate my clinical and educational practice , particularly in mentoring pre-registered nursing students, newly qualified nurses and internationally trained nurses. All registered nurses have a professional duty to become mentors and play an important role in facilitating students to develop their skills. My aim will be to reflect on practice relating to the Eight Domains of the NMC framework and provide accurate analysis of how this may impact a student's learning experiences and opportunities. Papp (2002) stated that “nursing students greatly value clinical practice and the possibilities it offers in the process of growing into a nurse and professional.” It is essential to create a positive learning environment that allows students to gain confidence and, therefore, bridge the gap between theory and practice. This promotes students' interest in learning and encourages them to participate more. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay NMC Domains Establish effective working relationships I expected a second year student to start in the department, so a welcome pack was prepared for students and a discussion was held by telephone a few days before the start date. The student had some questions about shift schedules and was excited but apprehensive to get started, as he had no experience in neurosurgery. I assured them that most other students were in that situation and that the team was looking forward to meeting and working with her. The morning she arrived, I, as the charge nurse, had assigned some of my morning duties to other staff members so I could have an initial conversation with the student. Furthermore, I introduced her to the rest of the team, oriented her around the unit and explained my role in the department, the type of patients and how we distributed them. We discussed the student's goals for this placement, action plans to achieve them, and additional beneficial learning opportunities, for example: theatre, bedside meetings, shadowing specialist nurses, etc. I believe this initial meeting is an essential factor in building mutual trust and working relationship. Dunn and Hansford (1997) highlighted the importance of the relationship between staff and students influencing initial perceptions of their learning environment and making them feel part of an established nursing team. Facilitating Learning During the initial conversation with the student I was working with, we discussed the perspectives of the target students for this placement. I asked her what she felt she wanted from me as a mentor, what learning style she preferred, and what she thought helped her gain confidence in clinical skills. I found that this made the student feel comfortable in the learning environment. Additionally, the student was reluctant and anxious to receive a verbal handoff over the phone and we identified this as a goal to achieve in this internship. Over the next few days, I picked up the student and sat her next to me on three separate occasions when I had to deliver a patient to a local hospital. After observing my behavior, I asked her to step away and list the important clinical aspects that she should have mentionedinform the other hospital in case of handover. A few days later, she had the opportunity to hand over a patient independently while I sat next to her for support and with the list she made as a guide. He started out very nervously but gained confidence towards the end of the call. She was very proud of what she had achieved and the approach allowed me and the student to develop a learning plan based on the student's needs. Research shows that clinical learning environments are considered a factor of anxiety and stress for pre-registered nursing students which can pose barriers to learning. Effective and supportive tutoring helps reduce anxiety and stress and may improve student learning and performance. Assessment and Accountability Pellatt (2006) explains the importance of nurses' accountability when working with students. Since the nurse is responsible for the tasks she can delegate to the student, but ensuring that the student is competent in these tasks will allow for safe practice. It is important to find out whether students have the characteristics to practice safely and effectively without any direct supervision on their own to be competent. A third-year student was assigned by me to monitor the vital signs of four patients. Even though the student performed the task, I, as a professional nurse, had the responsibility to ensure that the observations were recorded and documented. Checking the patient observation charts, I realized that although they were filled out, one patient who should have scored on the Early Warning Score (EWS) system had not been identified and was given a score of 0. L 'EWS is a guide used to quickly determine the degree of disease of a patient. It has a policy of escalation and rapid action to prevent further deterioration (. As this student has been hospitalized for other clinical placements, I expected that he would fully understand the EWS. We must work within our limitations and if we do not know something, we need to “ask” to provide safe assistance Additionally, I asked the student to evaluate his performance by asking how much he thought he listened to his side of the story and to provide constructive feedback identify his strengths and areas. he needs to work on. Providing constructive feedback is an important role of a mentor in evaluating students. From this discussion, we put in place an action plan that allowed him to practice more patient observations and study the results. . anatomy and physiology of the cardiovascular and respiratory systems I gave him a list of articles on EWS and asked him to read and interpret them. I also directed him to a microteaching session on the EWS system. Once he feels confident and comfortable with his abilities,. the approving mentor and I assigned it to four patients and evaluated it at the end of the shift. At the end of the day, the student was competent and confident in making vital sign observations and mapping them to the EWS. Mentoring provides the opportunity to reflect on our actions and beliefs and helps us change our practices. Upon reflection, I recognized my strengths and weaknesses as a mentor and became more aware of my role as an evaluator. Therefore, sometimes, nurses fail to fail students because they are not adequately prepared for the role. However, when a student fails to meet the necessary basic skills required by the NMC, the only option would be to fail them based on these basic rules. I believe it is necessaryan expert mentor to quickly identify when a student requires more support and guide them through their learning with all available resources. Assessment of learning When mentoring a student nurse it is essential to continually evaluate and reflect on practice. Vuorinen et al (2001) found that assessment is an important aspect of professional development. Therefore, ensuring that appropriate assessment techniques are used is critical to a nursing student's progression. As a mentor I encourage and welcome feedback from students regarding my mentoring techniques and the environment in which they are learning. There is a difference in being a teacher or an evaluator compared to being an evaluator, an important aspect of the role of mentors (Webb & Shakespeare 2008). Being a mentor is challenging, especially when there is a shortage of staff as it reduces the amount of time mentors could dedicate to assessing students. This is not only important for progression, but also for my reflection on a personal practice. Clynes and Raffery (2014) emphasize that effective feedback should not only explore current areas or practices, but should enable the student to proceed with excellent practical skills. Creating an environment for learning When we share feedback on the learning environment, this allows me and my colleagues to ensure that the department is deemed appropriate by students. Saarikoski & Leino-kilpi (2002) emphasizes the need for a positive department environment and a good leadership structure within the department in order to maximize learning potential. Midgley (2006) identifies the importance of learning in clinical practice and the balance between theoretical and practical work by nursing students. Working with a first-year student on her first placement, we identified her goal to be learning basic nursing care and how to ensure patients comply with their activities of daily living (ADLS) (Roper, Logan, and Tierney 2000) . To facilitate his goal, each morning we highlighted patients with dependency scores that indicated they would need more nursing care than someone who was completely independent with their ADLs. We performed basic nursing care together until the student felt comfortable doing it alone when appropriate. Each morning he highlighted patients' needs and used them to plan the care to be provided. The student excelled in the care provided to these patients and in updating care plans as and when necessary. Practical contextWhen I became director of the department I currently work on, I realized that the handover was not as efficient as required. It was an area where I felt we, as nurses, could develop our own ward handover procedure. Additionally, I felt that important information was left out that could potentially improve our clinical care for patients. Sexton et al (2003) discussed the use of good communication tools for nurse handovers to ensure continuity of care. I decided to use the safety briefing forms to highlight patients who needed extra attention (e.g. risk of falls, discharge from the intensive care unit, etc.) so that the entire team was aware of the particular needs of the patients patients. Students and team members seemed to appreciate the simple tool that allowed them to discuss patient care due to the structure provided. I think the introduction of this tool in the team with.