SUCCESSFUL MENTORS DEVELOP RELATIONSHIPS FOSTER GROWTH AND DEVELOPMENT

SUCCESSFUL MENTORS DEVELOP RELATIONSHIPS FOSTER GROWTH AND DEVELOPMENT The aim of this essay is to explore the attributes and qualities that impacted upon my effectiveness as a mentor and also explore the characteristics that influenced my successful mentoring of a second year student nurse. My area of clinical practice is a medical/surgical ward which is a positive environment conducive and appropriate to learning. According to Gopee (2008), a Mentor is a designated person who takes time out to help people to learn during their developmental years, to progress towards maturity and establish their identity. Mentoring is a very important aspect of nurses role which has to do with teaching, educating and supporting students which make them become competent in their practice, confident through experience, thereby, enhancing their skills and knowledge. According to Gopee (2008) there are many characteristics of an effective mentor which to mention a few are: patient, good communication skills, teaching skills, good role models ,trusting, confident and ability to build positive working relationship. For the purpose of this essay, three of these characteristics will be discussed. These are ability to build a positive working relationship, role modelling and teaching skills. Able to Build Positive Working Relationship At this initial stage, our past experiences and achievements were shared to establish good understanding and rapport. Personal issues that may affect her learning were also discussed such as the need to promptly overcome a serious family problem that could have adverse effect on her concentration. I informed her of the start and finish times of shifts, break times, sickness reporting and being part of the team, although supernumerary in status. It was important that we were on good terms and understanding because the relationship between a mentor and mentee is very important to facilitate effective learning and good working relationship. According to Rogers (1994), cited by West, S. et al (2007), the mentor-student relationship is based on: Genuineness (the ability to be seen as a real person and acting ones self in the presence of the mentee), Trust (belief in the mentee and the ability to respect her as a person), Acceptance (not being judgemental about my mentee regardless of her backgrounds or ethics) and Emphatic Understanding (placing myself in her position). For anyone, a new environment can create nervousness with the concern of not fitting into the clinical area. These feelings of anxiety can overwhelm students and affect their ability to do well (Welsh and Swann 2002). She was accepted without condition (having a professional relationship with her independent of personal feelings) by me and other team members thereby meeting her need for affection, one of the needs in Maslows hierarchy of needs. I respected her views and objectives in all situations not undermining her as a student but by allowing her to participate and contribute in assessments, planning, implementation and evaluation of care of patients under supervision. I commended her actions and corrections were also made when necessary. These made her think critically and research more about situations before taking decisions. She confided in me by the second meeting and that she liked the way other team members and I have accepted her as one of us, answering her questions and allowing her to participate in patient care plans, involvement in their general care, emphasizing that all th ese were not so in her former placement. I explained to her that I used to have very little experience just like her but through determination to learn, positive attitude and perseverance, I had acquired skills and knowledge. Benner (1984). At busy times on the ward, I was there to give her tasks relevant to her learning needs and ensuring she was not terrified by the situation which would otherwise lead to a bad experience, which might make her lose interest in Clinical Nursing. I always reassured and encouraged her continuously. Her progress was reviewed halfway, areas of concern were documented and a final meeting for her self-assessment was carried out. Role Model Bandura (1977), cited by Gopee (2010: 23) defined a role model as a feature of social learning theory which states that substantial learning occurs through observation of appropriate professionals. Thus, a deliberate practice of nursing duties to a very high standard with best conducts would motivate the learner to admire, value and emulate. She was warmly welcome into the ward by me and fully orientated into the hospital environment. Throughout her placement period, I made sure that nursing duties like : washing of hands before and after procedures, using strict aseptic techniques where applicable, making sure the right medication is given to the right patient at the right time, using the right route of administration and ensuring that patients take their medications in our presence, gaining of informed consent from patients before procedures and respecting their wishes, to mention a few, were done properly and competently according to hospital protocols and Nursing and Midwifery Council (NMC) guidelines and the rationale behind them were explained to her. I modelled myself in all areas especially by being punctual, flexible, ensuring proper documentation, good telephone manners, confidentiality of patient records and being accountable for my actions. My learner was happy, very proud of me and she started to emulate me. She told me before the completion of her placement that I have been able to bring her theory into practice. According to Schon (1983), much of the learning which takes place in professional education happens in the practice setting. Research has shown that students look up to respect and admire mentors when mentors consistently demonstrate up to date knowledge and skill in all aspect of practice. Teaching Skills At the first meeting, I identified my learner, her learning needs and our learning styles to help me in teaching strategies to use for her. As an adult, I used the theory and approach of Malcolm Knowles (1990) who developed Andragogy, based on the assumption that adult learners have different ways of obtaining skills and knowledge when compared with children. She was keen to learn, ambitious, career minded and focused. Knowing the learning needs and objectives of the student learner helps in drawing an action plan to evaluate the progress of her learning and giving feedback on my performance as a mentor to the student (Quinn 2007). Kolb (1984) says four forces shape the learning styles of an individual namely: early educational experiences, educational specialisation, professional career choice and current job role. Using the Honey and Mumford (1992) questionnaire, my learner was a Reflector and I, an Activist . I was always happy to demonstrate procedures while she was happy to watch and learn. She watched my actions and explanations of all procedures and tasks undertaken were given including answering her questions. Research through the internet, books and opinions from colleagues were also useful. I gave her assignments to increase her knowledge, motivate her to learn and material resources were also provided for her. To make her learning needs achievable, the SMART tool inspired by Bloom (1998) meaning Specific, Measurable, Attainable, Realistic and Time-appropriate was also used. She was able to demonstrate wound dressing aseptically (one of her learning needs) competently within the stipulated time giving her a sense of accomplishment. According to Maslow each individual has needs which they want to achieve. This is a motivating force and if not met, may de-motivate the learner (Quinn 2007). Her efforts were praised and encouraged (a behaviourist approach to learning by Skinner as described by Atkinson et al (1996) as shaping behaviour). Regular formative feedbacks were given which made her feel recognised, valued, respected and thus increasing her self-esteem. She attended teaching sessions arranged for her in areas of her needs. Conclusion This experience has helped me to see myself as an effective mentor who saw it as a challenge initially, but through determination, good support from colleagues and having a keen and focused student, was able to go through it successfully. I have been able to mentor my student from the initiation phase, through the working phase and the termination phase. The ability to build positive working relationship with my student made her feel trusted as an individual, respected and all anxiety removed because she was accepted by other team members and I who willingly helped her in my absence. As a good role model setting standards both in clinical and non clinical matters, I have been able to bring her theory into practice and she has started to emulate my actions. My teaching skills made her feel valued, respected and her self-esteem was high as she had been able to achieve her goal in the placement of performing wound dressing aseptically within the stipulated time. Apart from fulfilling the Nursing and Midwifery Council (NMC) criteria that nurses should be mentoring students, I have been able to develop myself through research on the internet, books, advice and opinions from colleagues and putting into use previous acquired skills and experiences so as to be able to give her the best and not to fail as a mentor. It also made me to continuously reflect, analyse, assess and evaluate my actions, to promote my understanding and skills, (Hull Redfern 1996).

Moses and the Burning Bush Essay -- essays research papers

Two men are walking to temple. The older man says to the younger man, â€Å"So, do you know why the Jewish people aren’t voting for President Bush?† The younger man replies with an inquisitive â€Å"No.† â€Å"Well,† says the older man, â€Å"the last time the Jewish people followed a Bush they wound up wandering in the Desert.†   Ã‚  Ã‚  Ã‚  Ã‚  This recent political joke is in reference to the Exodus story of Moses and the burning bush. As stated in the bible it reads:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Moses was tending the flock of Jethro, his father in law, the priest of Midian. He led the flock far into the wilderness and came to Horev, the mountain of Elohim. The angel of YHVH appeared to him in a flame of fire out of a bush. He gazed: the bush is blasing fire yet the bush is not consumed!† (Exodus 3:1-2)   Ã‚  Ã‚  Ã‚  Ã‚  Exodus is the second of the five â€Å"books of Moses† that tells the story of the Exodus of Israelites from Egypt through the Sinai Desert. When Moses was born, the Israelites were oppressed by the Egyptian Pharaoh and bound to a harsh life of labor taking part in building some of the great public works of Egypt such as the pyramids, fortresses, and installations to regulate the flow of the Nile River. For fear that the Israelite population would continue to increase, the Pharaoh insisted that every male Hebrew child would be killed at birth. Ironically, during this oppressive period, Moses, the â€Å"future deliverer of Israel†, was born. To protect his life, his mother sent him down the Nile in a specially woven ark. He was found by the Pharaoh’s daughter who took him in and, to add to the irony, she hired his mother to be his foster nurse. The baby boy grew up and was adopted into the Pharaoh’s household and named Moses. His name is derived from the Egyptian root â€Å"mose† meaning â€Å"son†, but in the Bible, it is said to hale from the Hebrew root meaning â€Å"drawn out of the water.†   Ã‚  Ã‚  Ã‚  Ã‚  Even though Moses, was raised as an Egyptian, he knew that he was truly Hebrew. After seeing an Egyptian taskmaster cruelly beating a Hebrew, Moses became so furious that he murdered the Egyptian. Fearing that the Pharaoh would find out what he had done, Moses fled to the wilderness, â€Å"the eternal safe retreat of outcasts from ancient society and of those in revolt against authority.† Moses found himself in the Sinai Desert amongst other ... ...suffering from harsh treatment and facing eradication, they had hope and faith for a better life. A life which Moses helped to bring them following his command from God. The excerpt from the Zohar concerning Moses and the burning bush ends with an uplifting quote, â€Å"Happy are Israel! The Blessed Holy One has separated them from all nations and called them His Children, as it is written: ‘You are children of YHVH your God!’ (Deuteronomy 14:1)† The people of Israel had endured a great deal of suffering in which most people would begin to question their faith in God. However, through this suffering, those of Israel have continued to separate themselves from others and persevered to serve their Lord. I feel that this story is very important concerning the history of the struggles that Jews have faced and overcome. Although, the joke at the beginning of this paper obviously seems to mock the story of Moses and the burning bush, the fact that the story is still remembered today and understood by the masses that it only further depicts the story’s vital significance to the Jewish religion. I see the joke as only a continued remembrance of the Prophet Moses and his struggles for Israel.

Evolution of the Genus Homo

Evolution of the genus Homo. Charles Darwin was the first to formulate a scientific argument for the theory of evolution by Natural Selection. The idea of natural selection is basically â€Å"the survival of the fittest. † Evolution is any change in characteristics in biological populations. It gives diversity to life on all known biological organizations such as molecules, organs, organisms, etc. Life is said to be originated from a universal common ancestor, which tells us that all life is related to each other.Life started from simple celled organisms known as prokaryotes, which evolved into eukaryotes after photosynthesizing bacteria evolved forcing oxygen concentration to rise in the atmospheric. This event known as the Great Oxidation Event acted as poison on many bacteria that use carbon dioxide as an energy source. After the evolution of eukaryotes, sexual reproduction appeared and increased the evolution rate tremendously. Complex multi-cellular organisms started to a ppear soon after, first in oceans and then on land.Over time, life diversified into millions of organisms. The genus Homo first evolved around 2. 5 Ma from Australopithecine genus (now extinct). The first homo species believed to evolve were called Homo Habilis. They lived side by side with another homo species called Homo erectus until at least 1. 44 Ma. H. Habilis were also the first species to make tools out of stone. H. Erectus resembled modern humans and colonized in Africa. They had a brain size 74% that of modern humans and had ways of making better tools and also hunted bigger animals.Another species, Homo Antecessors were common ancestors of humans and H. Neanderthals. Modern humans shared 99% of their DNA with Neanderthals and Neanderthals also had a similar gene linked to speech. Another species, Homo Heidelbergensis may be an ancestor of Neanderthals and modern humans. Finally, modern humans or Homo Sapiens are said to first appeared around 200 Ka around Oma river, Ethio pia. There are two famous models that explain where the modern day humans originated from. Both models are supported by evidence and therefore are accept by different scientists.The Replacement model says that modern humans originated in Africa and replaced all other archaic humans beginning 60,000 years ago. The regional continuity model argues that all modern human evolved more or less simultaneously in all major parts of old world from local archaic humans. It is believed that environmental variables, along with natural adaption, such as pathogens, diet, survival needs, climate, etc. caused the different phenotypic diversity among human populations thus complicating the puzzle of modern human evolution.

Human Resource Management Military Training And...

One aspect of human resource management that can be applied to a military setting is military training and development. Recently, a very notable and memorable controversy arose over the training exercise dubbed â€Å"Jade Helm 15†. The exercise featured â€Å"thousands of special forces troops, including Green Berets, Army Rangers and Navy SEALs, simulating combat missions on public and private land in five states, with non-special-forces personnel operating in two additional states.†1 After training documents were allegedly released to the public, some conspiracy theories started to circulate that this was the Government’s preparation for martial law. These theories were circulated on the internet, by government officials, and even by some of the presidential candidates. Others who were not convinced this was any kind of conspiracy included government officials, politicians, and even popular talk-show hosts. The debate was very far reaching and had many in the c ountry up in arms over the issue and ready to fight to defend their freedom. When the controversy began, an informational meeting attended by citizens and local government officials in Bastrop, Tex., in April generated national attention after several people accused the federal government of preparing for a takeover.2 After that point the debate became quite ridiculous with the Texas Governor even enlisting his militia, the Texas State Guard, to oversee the military operations to ensure citizens’ safety. â€Å"When one reporterShow MoreRelatedAspects of Human Resource Management1048 Words   |  5 PagesAspects of Human Resource Management The main focus of Human Resource Management is personnel and how they can be best utilized to accomplish the mission of the organization based on several aspects of the department. 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